The purpose of this research was to determine whether genetic variation existed within <i>Bos taurus</i> Pro-melanin-concentrating hormone (PMCH), and whether this variation would affect carcass traits. PMCH had previously been shown to affect appetite and metabolism in rodent species, thus it was desirable to determine whether the gene had a similar effect in cattle, which could be interpreted based on carcass measurements of weight gain and fat production. Cattle PMCH was sequenced and an adenosine-to-thymine (A>T) single nucleotide polymorphism (SNP) was detected 134 bp upstream of the translational start site. The SNP alleles were determined to significantly affect carcass traits including average fat and grade fat in two populations of cattle, and shear force measurements in one population. The adenosine homozygotes were found to have the highest fat levels and the thymine homozygotes the least, while the heterozygous animals had intermediate fat levels. Shear force values in the one available population indicated that cuts of meat from the adenosine homozygotes were most tender, while cuts from the thymine homozygotes were least tender. <p>The SNP was also found to significantly affect tenderness and palatability of meat, as evaluated by a consumer taste panel. The meat from adenosine homozygotes was found to be most tender and palatable. These results could not be validated as this data was unavailable in additional populations. <p>The location of the SNP suggested that it may affect PMCH transcription rates. In silico examination of the different alleles indicated that the thymine allele introduces a novel transcriptional repressor binding site for Adenovirus E4 Promoter Binding protein (E4BP4). Thus, it is believed that the SNP may affect transcriptional levels of the gene by reducing transcription rates in the presence of the thymine allele. <p>Cattle producers are expected to produce cattle with consistent amounts of lean meat and fat. Genetic testing of alleles found to affect fat production and meat tenderness traits are currently available to producers. A DNA test to select breeding stock based on PMCH alleles could be used in conjunction with other tests currently available to further improve carcass quality by selecting for animals with beneficial alleles at numerous genetic loci. Additionally, producers could make use of these findings to genetically sort cattle upon feedlot entry, maximizing the consistency of the finished beef product.

The purpose of this research was to determine whether genetic variation existed within <i>Bos taurus</i> Pro-melanin-concentrating hormone (PMCH), and whether this variation would affect carcass traits. PMCH had previously been shown to affect appetite and metabolism in rodent species, thus it was desirable to determine whether the gene had a similar effect in cattle, which could be interpreted based on carcass measurements of weight gain and fat production. Cattle PMCH was sequenced and an adenosine-to-thymine (A>T) single nucleotide polymorphism (SNP) was detected 134 bp upstream of the translational start site. The SNP alleles were determined to significantly affect carcass traits including average fat and grade fat in two populations of cattle, and shear force measurements in one population. The adenosine homozygotes were found to have the highest fat levels and the thymine homozygotes the least, while the heterozygous animals had intermediate fat levels. Shear force values in the one available population indicated that cuts of meat from the adenosine homozygotes were most tender, while cuts from the thymine homozygotes were least tender. <p>The SNP was also found to significantly affect tenderness and palatability of meat, as evaluated by a consumer taste panel. The meat from adenosine homozygotes was found to be most tender and palatable. These results could not be validated as this data was unavailable in additional populations. <p>The location of the SNP suggested that it may affect PMCH transcription rates. In silico examination of the different alleles indicated that the thymine allele introduces a novel transcriptional repressor binding site for Adenovirus E4 Promoter Binding protein (E4BP4). Thus, it is believed that the SNP may affect transcriptional levels of the gene by reducing transcription rates in the presence of the thymine allele. <p>Cattle producers are expected to produce cattle with consistent amounts of lean meat and fat. Genetic testing of alleles found to affect fat production and meat tenderness traits are currently available to producers. A DNA test to select breeding stock based on PMCH alleles could be used in conjunction with other tests currently available to further improve carcass quality by selecting for animals with beneficial alleles at numerous genetic loci. Additionally, producers could make use of these findings to genetically sort cattle upon feedlot entry, maximizing the consistency of the finished beef product.

This thesis explores how Katuic-speaking indigenous groups in the Central Annamitic Cordillera of Vietnam and Laos understand their environment – hills, streams and forest. Katuic eco-cosmology assumes that the natural landscape is imbued with spirit agents, with whom people must continuously communicate lest misfortune will strike and their livelihoods fail. The thesis posits the hypothesis that these spirit beliefs, and a variety of taboo notions accompanying them, can be interpreted as expressions of a complex socio-environmental adaptation. Today, the indigenous groups in the study region are confronted with a massive development- and modernisation push on two fronts – that of the global development industry on the one hand, and the implementation of national development policies and programs as part of the high-modernist state project in communist Vietnam and Laos, on the other. A second objective of the thesis, then, is to examine the effects of this multi-layered and multi-scaled confrontation on indigenous cosmology, livelihood and landscape. It is argued, this confrontation at the development frontier can be conceived of as an interface between different ontologies or reality posits – one animist, articulated in a relational stance towards the landscape; the other, a naturalist or rationalist ontology, expressed as an objectivist stance towards nature and embodied in the high-modernist development schemes and programs unfolding in the region with the aim of re-engineering its indigenous societies and exploiting its natural resources.      Large parts of the Central Annamites were severely impacted by the Vietnam War; uncounted numbers of minority people were killed, or had their villages destroyed or relocated while defoliants, bombs, and forest fires ravaged the landscape. In the decades that followed the war, the entire social and natural landscape has been reshaped by national development policies and the modernist visions that underpin them. The thesis attempts to understand this physical and cultural transformation of the landscape, focusing particularly on the gradual breakdown of the complex indigenous socio-religious institutions that appear to have played an important functional role in maintaining the pre-war structure of the landscape. The thesis is based primarily on fieldwork carried out between 2004 and 2009 in the provinces of Quảng Nam and Thừa Thiên–Huế in Vietnam and Sekong in Laos.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-20T11:01:49Z No. of bitstreams: 1 CamilaAlvesdeSousaDissertacao2015.pdf: 765375 bytes, checksum: c1d212d187fcfe307897212c00aedff6 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-20T11:02:02Z (GMT) No. of bitstreams: 1 CamilaAlvesdeSousaDissertacao2015.pdf: 765375 bytes, checksum: c1d212d187fcfe307897212c00aedff6 (MD5) / Made available in DSpace on 2017-04-20T11:02:02Z (GMT). No. of bitstreams: 1 CamilaAlvesdeSousaDissertacao2015.pdf: 765375 bytes, checksum: c1d212d187fcfe307897212c00aedff6 (MD5) Previous issue date: 2015-03-26 / The text sought to explore and apply the models of agglomeration of the New Economic Geography for the Brazilian states. The relevant question is how the effects of agglomeration can affect economies. For this, were derived clustering models to verify the socalled: Price Index Effect Effect Market Place and Lack of Black Hole for the period 1994 to 2007. The estimates were made using the econometric analysis of panel data with fixed effects for the twenty-seven states. The results were as expected for the price index effect, statistically significant, proving the agglomeration proposition, and a drop in prices caused by increased competition and also the lowest cost of transport in the regions. For the local market index, the results showed that the market where the sector is higher there will be greater demand for employment. It was also possible to state that for the Brazilian economy there is not empirical evidences of the black hole condition. / O texto busca explorar e aplicar os modelos de aglomera????o da Nova Geografia Econ??mica para os estados brasileiros. A quest??o relevante ?? como os efeitos da aglomera????o podem afetar as economias. Para isso, foram derivados modelos de aglomera????o para verificar os chamados: Efeito ??ndice de Pre??os, Efeito Mercado Local e Inexist??ncia de Buraco Negro para o per??odo de 1994 a 2007. As estimativas foram realizadas com a utiliza????o da an??lise econom??trica de dados em painel com efeitos fixos para os vinte e sete estados da federa????o. Os resultados encontrados foram os esperados para o efeito ??ndice de pre??os, estatisticamente significantes, comprovando a proposi????o de aglomera????o e uma queda nos pre??os causada pela maior concorr??ncia e tamb??m o menor custo de transporte nas regi??es. Para o ??ndice mercado local, os resultados apontaram que no mercado onde o setor ?? maior haver?? uma demanda maior por emprego. Foi tamb??m poss??vel constar que para a economia brasileira n??o h?? evidencias emp??ricas sobre a exist??ncia da condi????o de buraco negro.

Abstracts in English, Zulu and Afrikaans / The worldwide growth of open distance and e-Learning cannot be denied, nor can it remain unnoticed. In the South African setting, which is the focus of this study, the increasingly high demand for higher education has also led to the development of distance education. However, the throughput rate for this mode of education has been consistently unimpressive for over a decade and this has led to high dropout rates. There is cause for concern regarding how best to assist students and improve throughput. Therefore, this research has focused on identifying strategies that can be incorporated to support sustained learning in South African ODeL. It considers issues such as the social inequalities, previous disadvantages, and ICT affordances that characterise South African ODeL students. This research took a qualitative research approach, using a case study that was conducted as a dissertation of limited scope. The aim was to unveil the best approaches that could be incorporated in South African ODeL in order to support sustained learning. The study attempted to understand such strategies, based on students' perceptions and reflections on their experiences while studying first-level modules in distance education. The case for this research study was the University of South Africa (UNISA), where eight student participants were interviewed, using semi-structured interviews to collect data. The findings of this study revealed that there are some readily available resources that the institution and instructors can use to promote sustained learning and improve student throughput. This research recommends frequent student surveys to discover student needs and the challenges that they experience. It also recommends improved communication with students, provision of financial aid, development of open educational resources (OERs), ensuring rapid delivery of study material, and the use of different methods of delivering learning content. It is important to note that the findings of this dissertation are of limited scope and cannot be generalised to the issues affecting the majority of South African ODeL students – this because the study was carried out at one institution and involved just one module and eight participants. However, these findings have the potential to enlighten ODeL stakeholders as to matters affecting some of their students. The findings could also provide valuable information for future large-scale research. / Ukudlondlobala kohlelo kohlelo lwemfundo evulekile nokufunda kude kanye nohlelo lwe-inthanethi akunakuphikiswa, futhi angeke kwathathwa sengathi akunakiwe. Ngokwesizinda seNingizimu Afrika, esiyindikimba yalolu cwaningo, izinga elikhulayo lokufuneka kwemfundo ephakeme nakho sekuholele ekukhuleni kwemfundo yokufunda ukude.Yize-kunjalo, izinga legalelo lalolu hlelo lwemfundo kudala lubonakala lungeluhle esikhathini esingaphezu kweminyaka eyishumi kanti lokhu sekuholele ekutheni kwehle izinga labafundi abayeka ukufunda. Kunomnako mayelana nendlela nokuthi abafundi bangancedwa kangcono kangakanani ukuze bathuthukise izinga labo lokusebenza. Ngakho-ke, lolu cwaningo selugxile ekutholeni amasu lawo angasetshenziswa ukuxhasa imfundo esimelele ohlelweni lwe-ODeL lwaseNingizimu Afrika. Lokhu kufaka izindaba ezinjengokungalingani komphakathi, ukuncishwa kwamathuba esikhathini esedlule, kanye nokwazi ukukhokhela uhlelo lwe-ICT okuwuhlelo oluyinsika kubafundi bohlelo lwe-ODeL eNingizimu Afrika. Lolu cwaningo lulandele indlela yocwaningo eyencike kwizinga lengxoxo (qualitative), ngokusebenzisa ucwaningo lotho olwenziwa njengedezetheshini enobukhulu obunqunyiwe. Inhloso kwaye kuwukuveza izindlela ezingcono ebezingafakwa kwi-ODeL yaseNingizimu Afrika, ukuxhasa imfundo imfundo esimelele. Ucwaningo beluzama ukuzwisisa amasu anjalo, asuselwa phezu kwemiqondo yabafundi kanye nokubheka ulwazi lwabo kube ngakolunye uhlangothi bafunda omojuli besigaba sokuqala sohlelo lwemfundo yokufunda kude. Ucwaningo lotho lwalesi sifundo lwenziwa eNyuvesi yaseNingizimu Afrika (UNISA), lapho abafundi abayisishiyagalombili befakwa imibuzo yenhlolovo, ngokusebenzisa inhlolovo yesakhiwo sikanxambili ngenhloso yokuqoqa idatha. Ulwazi olutholwe yilolu cwaningo luye lwaveza ukuthi kunemithombo elungisiwe esesimeni esifanele engasetshenziswa yiziko kanye nabayaleli ukuthuthukisa uhlelo lokufunda olusimelele kanye nokuthuthukisa umsebenzi wabafundi. Lolu cwaningo luncoma amasaveyi enziwa njalo abafundi ukubona izidingo zabafundi kanye nezinselelo abafundi abahlangabezana nazo. Ucwaningo luphinda futhi luncoma uhlelo oluhle lokuxhumana nabafundi, ukuhlinzekwa ngosizo lwezimali, ukuthuthukiswa kwemithombo yemfundo evulekile (OER), ukuqinisekisa kohlelo olusheshayo lokuhlinzekwa. ngomatheriyeli wokufunda, kanye nokusebenzisa izindlela ezahlukene zokwethula indikimba yokufundwayo. Kubalulekile ukukhumbula ukuthi ulwazi olufunyenwe lwedizetheshini wulwazi oluncane olubekelwe imingcele kanti lolu lwazi angeke lwafaniswa nodaba oluthinta iningi labafundi base-ODeL yaseNingizimu Afrika – lokhu kungenxa yokuthi ucwaningo lwenziwa kwiziko elilodwa futhi lwaxuba umojuli owodwa kanye nabadlalindima abayisishiyagalombili. Yize-kunjalo, lolu lwazi olutholakele lunethuba lokukhanyisela abasebenzisani njengezinto ezithinta abanye babafundi. Ulwazi olutholakele belunganikeza ulwazi olusemqoka mayelana nocwaningo olubanzi olungenziwa esikhathini esizayo. / Wêreldwyd het oopafstand- en e-leer groei ervaar wat nie ontken kan word of ongesiens kan bly nie. In die Suid-Afrikaanse konteks, wat die fokus van hierdie studie is, het die toenemende vraag na hoër onderwys ook tot die ontwikkeling van afstandsonderrig gelei. Die slaagsyfer vir hierdie vorm van onderrig is egter al vir langer as ʼn dekade deurlopend onindrukwekkend, en dit het tot hoë uitsaksyfers gelei. Daar is rede tot kommer rakende die beste maniere om studente by te staan en die slaagsyfer te verbeter. Die fokus van hierdie navorsing was daarom op die identifisering van strategieë wat geïnkorporeer kan word om volgehoue leer in Suid-Afrikaanse oopafstand- en e-leer te ondersteun. Die volgende kwessies is ondersoek: die sosiale ongelykhede, benadeling in die verlede, en IKT-status wat met Suid-Afrikaanse oopafstand- en e-leer-studente geassosieer word. ʼn Kwalitatiewe navorsingsbenadering is gevolg; ʼn gevallestudie wat uitgevoer is, is in die verhandeling van beperkte omvang gebruik. Die doel was om die beste benaderings te bepaal wat in Suid-Afrikaanse oopafstand- en e-leer geïnkorporeer kan word om volgehoue leer te ondersteun. Tydens die studie is daar gepoog om sodanige strategieë te verstaan op grond van studente se persepsies en hul refleksie op hul ervarings terwyl hulle eerstejaarmodules deur afstandonderrig studeer het. Die geval wat in hierdie navorsing bestudeer is, is dié van die Universiteit van Suid-Afrika (Unisa), waar daar semi-gestruktureerde onderhoude met agt studentedeelnemers gevoer is om data in te samel. Die bevindinge van hierdie studie het getoon dat daar geredelik beskikbare hulpbronne is wat deur die instelling en die onderriggewers ingespan kan word om volgehoue leer te bevorder en die studente se slaagsyfers te verbeter. Op grond van hierdie navorsing word aanbeveel dat opnames gereeld onder studente gemaak word om hulle behoeftes en uitdagings te bepaal. Verdere aanbevelings sluit in verbeterde kommunikasie met studente, voorsiening van finansiële steun, ontwikkeling van oop opvoedkundige hulpbronne, versekering van spoedige lewering van studiemateriaal, en die gebruik van verskillende metodes om leerinhoud te lewer. Dit is belangrik om te besef dat die bevindinge van hierdie verhandeling beperk in omvang is en nie veralgemeen kan word om die kwessies in te sluit wat die meerderheid van Suid-Afrikaanse oopafstand- en e-leer-studente raak nie – aangesien die studie by een instelling uitgevoer is en slegs een module en agt deelnemers behels het. Hierdie bevindinge het egter die potensiaal om vir oopafstand- en e-leer-belanghebbers lig te werp op kwessies wat sommige van hul studente raak. Die bevindinge kan ook waardevolle inligting vir toekomstige grootskaalse navorsing oplewer. / Educational Studies / M. Ed. (Open Distance Learning)

Abstract in English, Sesotho and Zulu / The occurrence of Open Distance and e-Learning revolutionized Higher Education Institutions for students to access instruction at anytime and anywhere. Students benefitted instruction of anytime and anywhere in one of the Technology Education courses in ODeL from the e-tutors. As a result of the support from the e-tutors, the curriculum was designed to place a strong emphasis on the design process as the core around which the teaching of the curriculum should revolve. However, it is still not clear how effective is the content knowledge which relates to the design process from the e-tutors. In acknowledgment from such a gap, this study aimed to determine the relationship between the e-tutors’ technological, pedagogical, content knowledge of teaching design process within Technology Education specialization. In order to achieve this purpose, two theories, namely Transactional distance and Connectivism were coined together with the Technological Pedagogical Content Knowledge (TPACK) framework to underpin the study. The philosophical worldview is pragmatism having employed mixed method. Participants in this study were 145 students who registered a year programme for two modules in the Bachelor of Education (B.Ed.) programme at a Higher Education institution were surveyed to collect the quantitative data. Data from the face-to-face semi-structured interviews were collected with five e-tutors from the research sites. Online observations data were collected from the e-tutor sites of the institution’s learning management system (LMS). The results suggest that e tutors still lack the technology knowledge in order to deliver the content aimed for the design process in an ODeL environment. Also, it was evidenced that the e-tutors have not acquired pedagogical strategies for driving the pedagogy for the design process in an ideal context of ODeL. It should also be borne in mind that findings for the content knowledge indicated that the e-tutors still lack the knowledge for exploiting content knowledge of the design process to suit an ODeL environment. These findings highlight a need for technology to support e tutors’ pedagogical strategies towards a meaningful understanding of the design process and its implications across ODeL contexts. / Ketsahalo ea Open Distance le e-Learning e ntlafalitse litsi tsa thuto e phahameng bakeng sa baithuti ho fihlella taeo nako efe kapa efe le kae kapa kae. Baithuti ba ile ba rua molemo taelong ea nako efe kapa efe le kae kapa kae ho e 'ngoe ea lithuto tsa Technology Technology ho ODeL ho tsoa ho li-tutors. Ka lebaka la ts'ehetso e tsoang ho li-tutors, kharikhulamo e ne e etselitsoe ho hatisa ka matla ts'ebetso ea moralo e le khubu eo thuto ea kharikhulamo e lokelang ho potoloha ho eona. Leha ho le joalo, ha ho sa hlaka hore na tsebo ea litaba e sebetsa hantle hakae e amanang le tšebetso ea moralo ho tsoa ho li-tutors. Ho ananela lekhalo le joalo, phuputso ena e ne e ikemiselitse ho tseba kamano lipakeng tsa theknoloji ea "e-tutors", thuto ea thuto, tsebo ea litaba ea ts'ebetso ea moralo oa ho ruta ka har'a tsebo ea thuto ea Technology. Bakeng sa ho fihlela sepheo sena, ho ile ha qaptjoa likhopolo tse peli, e leng Transactional distance le Connectivism hammoho le sebopeho sa Technological Pedagogical Content Knowledge (TPACK) ho tšehetsa thuto. Pono ea lefatše ea filosofi ke pragmatism e sebelisang mokhoa o tsoakaneng. Barupeluoa thutong ena e ne e le baithuti ba 145 ba ngolisitseng lenaneo la selemo bakeng sa li-module tse peli lenaneong la Bachelor of Education (B.Ed.) setsing sa Thuto e Phahameng ba ile ba hlahlojoa ho bokella lintlha tse ngata. Lintlha tse tsoang lipuisanong tsa sebopeho sa sefahleho li ile tsa bokelloa le barupeli ba bahlano ba tsoang libakeng tsa lipatlisiso. Lintlha tsa tlhaiso-leseling ka inthanete li ile tsa bokelloa ho tsoa litsing tsa e-tutor tsa sistimi ea taolo ea ho ithuta ea setheo (LMS). Liphetho li fana ka maikutlo a hore barupeli ba ntse ba haelloa ke tsebo ea mahlale a morao-rao molemong oa ho fana ka litaba tse reretsoeng ts'ebetso ea boqapi tikolohong ea ODeL. Hape, ho ile ha pakoa hore li-e-tutors ha li e-so fumane maano a thuto ea ho khanna lithuto tsa thuto bakeng sa moetso oa moralo ka mokhoa o loketseng oa ODeL. Hape ho lokela ho hopoloa hore liphuputso tsa tsebo ea litaba li bontšitse hore li-e-tutors li ntse li haelloa ke tsebo ea ho sebelisa tsebo ea litaba tsa moralo oa moralo ho latela tikoloho ea ODeL. Liphuputso tsena li totobatsa tlhoko ea mahlale a morao-rao ho ts'ehetsa maano a thuto a barupeli ho fihlela kutloisiso e hlakileng ea ts'ebetso ea moralo le litlamorao tsa ona maemong a ODeL. / Ukutholakala kwe-Open Distance ne-e-Learning kuguqula izikhungo zemfundo ephakeme zabafundi ukuthi bathole imfundo nganoma yisiphi isikhathi noma kuphi. Abafundi bahlomule ngokufundiswa nganoma isiphi isikhathi noma kuphi kwesinye sezifundo zeTechnology Education ku-ODeL kubafundisi be-e. Njengomphumela wokwesekwa okwenziwa abafundisi be-e-tutors, ikharikhulamu yakhelwe ukugcizelela kakhulu inqubo yokwakhiwa njengongqikimba okumele kufundiswe ngayo ikharikhulamu. Kodwa-ke, akukacaci ukuthi lusebenza kangakanani ulwazi lokuqukethwe oluphathelene nenqubo yokwakha evela kubafundisi be-e. Ngokwazisa ngaleligebe elinje, lolu cwaningo luhlose ukucacisa ubudlelwano phakathi kwezobuchwepheshe be-e-tutors, ubuchwepheshe bokufundisa, ulwazi lokuqukethwe lwenqubo yokwakhiwa kokufundisa ngaphakathi kobuchwepheshe be-Technology Education. Ukufeza le njongo, imibono emibili, okungukuthi iTransactional distance neConnectivism yahlanganiswa kanye nohlaka lweTechnological Pedagogical Content Knowledge (TPACK) ukusekela ucwaningo. Umbono wezwe wefilosofi yi-pragmatism esebenzisa indlela exubile. Ababambe iqhaza kulolu cwaningo bekungabafundi abayi-145 ababhalise uhlelo lonyaka lwamamojula amabili kuhlelo lweBachelor of Education (B.Ed.) esikhungweni seMfundo ePhakeme bahlolisiswa ukuqoqa imininingwane yobungako. Imininingwane evela ezingxoxweni ezihlelekile ezenziwe ubuso nobuso zaqoqwa nama-e-tutors amahlanu avela kumasayithi ocwaningo. Idatha yokubuka eku-inthanethi yaqoqwa kusuka kumasayithi e-e-tutor ohlelo lokuphatha lokufunda (LMS). Imiphumela iphakamisa ukuthi abafundisi be-e basenalo ulwazi lobuchwepheshe ukuze bakwazi ukuletha okuqukethwe okuhloselwe inqubo yokwakhiwa endaweni ye-ODeL. Futhi, kufakazelwe ukuthi abafundisi be-e abakawatholi amasu okufundisa okushayela inqubo yokuqamba ngendlela efanelekile ye-ODeL. Kumele futhi kukhunjulwe ukuthi okutholakele kolwazi lokuqukethwe kukhombisile ukuthi ama-e-tutors asenalo ulwazi lokusebenzisa ulwazi lokuqukethwe kwenqubo yokwakhiwa ukuze ivumelane nemvelo ye-ODeL. Lokhu okutholakele kugqamisa isidingo sobuchwepheshe ukuxhasa amasu e-tutors 'pedagogical maqondana nokuqonda okunenjongo kwenqubo yokwakhiwa nemithelela yayo kuzo zonke izingqikithi ze-ODeL. / Curriculum and Instructional Studies / Ph. D. (Science and Technology Education)