{"title":"Water shortages in Beaufort West: Lessons learnt and applied during the 2009–2011 and 2017–2019 droughts","authors":"W. Visser","doi":"10.4102/td.v18i1.1118","DOIUrl":"https://doi.org/10.4102/td.v18i1.1118","url":null,"abstract":"","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45163732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Popular discourse identifies education as the cure for many of society’s ills. However, surviving university is often seen as a period in which students face a unique array of challenges. Many students begin their tertiary education as holistically-well individuals, but due to the stressors related to University, students often show incremental signs of psychological, physical and emotional distress. These often lead to a decrease in academic competence and severe professional ramifications. The aim of this study was to identify design principles and explore the perceptions of professionals concerning possible implementation strategies that could be suitable for Higher Educational Institutions, particularly Health Science and Medical School students. A qualitative, three-phase multi-approach design was used in this study. Phase one was conducted by means of an explorative desktop literature review, there after phase 2 included a self-management, self-coaching and appreciative coaching concept map, that was aligned to concepts within the current individual wellness literature and in phase 3, Appreciative Inquiry based focus group discussions were held with various professional in the field of coaching, education, and healthcare. Wellness programmes are impacted by the fact that Higher Education Institutions face unique challenges such as time, financial constraints, and an already overloaded curriculum. Five design principles were described, and various implementation strategies explored. There is a fundamental necessity to address the distortion of wellness within HE. A key finding in this study suggests that combining self-coaching, appreciative coaching and self-management principles could facilitate a successful individual wellness programme for higher educational students.
{"title":"Sustaining student wellness in higher educational institutions: Possible design principles and implementations strategies","authors":"K. Henrico","doi":"10.4102/td.v18i1.1114","DOIUrl":"https://doi.org/10.4102/td.v18i1.1114","url":null,"abstract":"Popular discourse identifies education as the cure for many of society’s ills. However, surviving university is often seen as a period in which students face a unique array of challenges. Many students begin their tertiary education as holistically-well individuals, but due to the stressors related to University, students often show incremental signs of psychological, physical and emotional distress. These often lead to a decrease in academic competence and severe professional ramifications. The aim of this study was to identify design principles and explore the perceptions of professionals concerning possible implementation strategies that could be suitable for Higher Educational Institutions, particularly Health Science and Medical School students. A qualitative, three-phase multi-approach design was used in this study. Phase one was conducted by means of an explorative desktop literature review, there after phase 2 included a self-management, self-coaching and appreciative coaching concept map, that was aligned to concepts within the current individual wellness literature and in phase 3, Appreciative Inquiry based focus group discussions were held with various professional in the field of coaching, education, and healthcare. Wellness programmes are impacted by the fact that Higher Education Institutions face unique challenges such as time, financial constraints, and an already overloaded curriculum. Five design principles were described, and various implementation strategies explored. There is a fundamental necessity to address the distortion of wellness within HE. A key finding in this study suggests that combining self-coaching, appreciative coaching and self-management principles could facilitate a successful individual wellness programme for higher educational students.","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41496375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: The reconfiguration of the South African higher education landscape in 2003 and 2004 had a significant impact on the University of South Africa (UNISA) and Technikon SA (both distance education institutions) which merged to form the ‘new’ UNISA. Aim: The aim of this conceptual study is to explore the extent to which the policies of the post-merger UNISA are enablers or inhibitors of efforts to reduce its Scope 3 carbon emissions. Setting: Staff commuter patterns between the main campuses of UNISA and the policy environment that has an impact on such travel. Methods: The aim is achieved by means of a case study methodology that considers the relevant policies of the university and applicable results of a 2018 UNISA staff travel demand survey to determine whether the policies are incongruous with the institution’s attempts to reduce its carbon footprint in general, and its Scope 3 carbon emissions in particular. The impact of the coronavirus disease 2019 (COVID-19) pandemic on defining a ‘new normal’ for the university’s operations, and the impact thereof on staff commuting, have been discussed. Results: The study revealed that despite being an Open Distance E-Learning (ODeL) institution, the university has not put a coherent policy framework in place that undeniably supports its efforts to limit or reduce its Scope 3 carbon emissions. This was brought into stark focus by the measures the university was forced to put in place as a result of the COVID-19 lockdown regulations in South Africa, to ensure the continuation of its business. Conclusion: The conclusions will assist UNISA - and other universities which have had to revisit their operations as a result of the COVID-19 pandemic - to define a true ‘new normal’.
{"title":"Enablers and inhibitors of efforts to reduce Scope 3 emissions – The case of an ODeL university","authors":"T. Louw","doi":"10.4102/td.v18i1.1104","DOIUrl":"https://doi.org/10.4102/td.v18i1.1104","url":null,"abstract":"Background: The reconfiguration of the South African higher education landscape in 2003 and 2004 had a significant impact on the University of South Africa (UNISA) and Technikon SA (both distance education institutions) which merged to form the ‘new’ UNISA. Aim: The aim of this conceptual study is to explore the extent to which the policies of the post-merger UNISA are enablers or inhibitors of efforts to reduce its Scope 3 carbon emissions. Setting: Staff commuter patterns between the main campuses of UNISA and the policy environment that has an impact on such travel. Methods: The aim is achieved by means of a case study methodology that considers the relevant policies of the university and applicable results of a 2018 UNISA staff travel demand survey to determine whether the policies are incongruous with the institution’s attempts to reduce its carbon footprint in general, and its Scope 3 carbon emissions in particular. The impact of the coronavirus disease 2019 (COVID-19) pandemic on defining a ‘new normal’ for the university’s operations, and the impact thereof on staff commuting, have been discussed. Results: The study revealed that despite being an Open Distance E-Learning (ODeL) institution, the university has not put a coherent policy framework in place that undeniably supports its efforts to limit or reduce its Scope 3 carbon emissions. This was brought into stark focus by the measures the university was forced to put in place as a result of the COVID-19 lockdown regulations in South Africa, to ensure the continuation of its business. Conclusion: The conclusions will assist UNISA - and other universities which have had to revisit their operations as a result of the COVID-19 pandemic - to define a true ‘new normal’.","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42613117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Entrepreneurship is playing a mediating role in ensuring that the impact of climate and technological changes are regulated and made adaptable and adoptable for humanity through entrepreneurial innovations. In this article, a critical discourse analysis is conducted to establish the facts regarding the influential relationships affecting entrepreneurial orientation (EO) and business productivity for small, micro and medium enterprises (SMMEs) in the information and communications industry in Zimbabwe. An exploratory quantitative methodology using a positivist approach was applied to reinforce the independence of the researcher and to eliminate bias in the exploration of the orientations. Data were collected from 308 entrepreneurial entities located in different parts of the Harare urban zones, which were randomly sampled. One of the major findings of this research points conspicuously to the inevitability of EOs. Accordingly, it is recommended that enterprise regulators, legislators and the state should emphasise the inclusion of EO in the existing body of knowledge, and support telecommunications business practitioners to make significant decisions on strategic risk management when conducting strategic formulation and implementation.
{"title":"Entrepreneurial orientation on business performance for small, micro and medium enterprises in the telecommunications industry: A management perspective","authors":"Medicine Magocha","doi":"10.4102/td.v17i1.1053","DOIUrl":"https://doi.org/10.4102/td.v17i1.1053","url":null,"abstract":"Entrepreneurship is playing a mediating role in ensuring that the impact of climate and technological changes are regulated and made adaptable and adoptable for humanity through entrepreneurial innovations. In this article, a critical discourse analysis is conducted to establish the facts regarding the influential relationships affecting entrepreneurial orientation (EO) and business productivity for small, micro and medium enterprises (SMMEs) in the information and communications industry in Zimbabwe. An exploratory quantitative methodology using a positivist approach was applied to reinforce the independence of the researcher and to eliminate bias in the exploration of the orientations. Data were collected from 308 entrepreneurial entities located in different parts of the Harare urban zones, which were randomly sampled. One of the major findings of this research points conspicuously to the inevitability of EOs. Accordingly, it is recommended that enterprise regulators, legislators and the state should emphasise the inclusion of EO in the existing body of knowledge, and support telecommunications business practitioners to make significant decisions on strategic risk management when conducting strategic formulation and implementation.","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44741128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Adaptation is a key component for fostering resilience amongst farmers as they are exposed to the challenges caused by climate change. However, the implementation of adaptation strategies is not equal or easy for most farming communities and are influenced by a diverse range of socio-economic constraints. In this context, the study intended to explore the factors constraining the implementation of climate change adaptation strategies amongst commercial and subsistence farmers of the Local Municipality in the North West province, South Africa. An exploratory sequential mixed method design was used, allowing the utilisation of both qualitative and quantitative methods in a single study. A total of 50 farmers (25 farmers from each group) were identified through purposive homogeneous sampling and were given a questionnaire consisting of semi-structured and structured questions. The study established that some of the most prominent factors constraining adaptation amongst farmers in the Local Municipality are related to their physical environment, lack of market access, financial constraints and limited access to established social networks (such as farmers associations). Identifying barriers to adaptation through area-specific research or studies, such as this particular study, is crucial for the development of holistic climate change adaptation strategies that will allow sustainability in diverse agricultural systems.
{"title":"Ongoing climate crises and obstacles to adaptation: Observations from the Ditsobotla Local Municipality, South Africa","authors":"A. Pienaar, C. Coetzee, L. Nemakonde","doi":"10.4102/td.v17i1.1089","DOIUrl":"https://doi.org/10.4102/td.v17i1.1089","url":null,"abstract":"Adaptation is a key component for fostering resilience amongst farmers as they are exposed to the challenges caused by climate change. However, the implementation of adaptation strategies is not equal or easy for most farming communities and are influenced by a diverse range of socio-economic constraints. In this context, the study intended to explore the factors constraining the implementation of climate change adaptation strategies amongst commercial and subsistence farmers of the Local Municipality in the North West province, South Africa. An exploratory sequential mixed method design was used, allowing the utilisation of both qualitative and quantitative methods in a single study. A total of 50 farmers (25 farmers from each group) were identified through purposive homogeneous sampling and were given a questionnaire consisting of semi-structured and structured questions. The study established that some of the most prominent factors constraining adaptation amongst farmers in the Local Municipality are related to their physical environment, lack of market access, financial constraints and limited access to established social networks (such as farmers associations). Identifying barriers to adaptation through area-specific research or studies, such as this particular study, is crucial for the development of holistic climate change adaptation strategies that will allow sustainability in diverse agricultural systems.","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47145585","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Erratum: Improving the contribution of foreign voluntourists in South Africa: The importance of training and supervision","authors":"C. Strohmeier, Savo Heleta","doi":"10.4102/td.v17i1.1122","DOIUrl":"https://doi.org/10.4102/td.v17i1.1122","url":null,"abstract":"No abstract available.","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47516595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Editorial comment","authors":"J. Jarvis, Sarina De Jager","doi":"10.4102/td.v17i1.1141","DOIUrl":"https://doi.org/10.4102/td.v17i1.1141","url":null,"abstract":"no abstract available.","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42218195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Comprehensive sexuality education (CSE) was implemented in South African schools in the year 2000 as part of the subject Life Orientation, with the aim of contributing positively to adolescent sexual health in a holistic manner. Continued high rate of teenage pregnancy and HIV infection is an indication; however, that the programme is not entirely successful. To establish why the aims of the programme and the consequences of learners’ sexual behaviour do not correspond, this systematic review aimed to determine how the programme contributes to the sexual health of adolescents and to make recommendations for its improvement. Nine databases were searched, after which two reviewers independently evaluated the methodological quality of the identified studies using an appraisal tool. The 22 articles that met the criteria for final inclusion were qualitative in nature and included cross-sectional and cohort studies. Results indicate that the contribution of the CSE programme is reflected in teachers, learners and the curriculum. Teachers are in need of expert training and learners are neither actively involved in the learning process nor the development of the programme as they need and would like to be. Recommendations include the development of context-specific training curricula for pre- and in-service teachers as developed collaboratively by various experts and stakeholders. Learners’ voices, active involvement, cultural context and needs are fundamental to the development and delivery of CSE. The teaching method and content of sexuality education should meet the contemporary needs of the 21st century adolescent to ensure optimal sexual health.
{"title":"A systematic review of comprehensive sexuality education for South African adolescents","authors":"Ronél Koch, Welma Wehmeyer","doi":"10.4102/td.v17i1.1087","DOIUrl":"https://doi.org/10.4102/td.v17i1.1087","url":null,"abstract":"Comprehensive sexuality education (CSE) was implemented in South African schools in the year 2000 as part of the subject Life Orientation, with the aim of contributing positively to adolescent sexual health in a holistic manner. Continued high rate of teenage pregnancy and HIV infection is an indication; however, that the programme is not entirely successful. To establish why the aims of the programme and the consequences of learners’ sexual behaviour do not correspond, this systematic review aimed to determine how the programme contributes to the sexual health of adolescents and to make recommendations for its improvement. Nine databases were searched, after which two reviewers independently evaluated the methodological quality of the identified studies using an appraisal tool. The 22 articles that met the criteria for final inclusion were qualitative in nature and included cross-sectional and cohort studies. Results indicate that the contribution of the CSE programme is reflected in teachers, learners and the curriculum. Teachers are in need of expert training and learners are neither actively involved in the learning process nor the development of the programme as they need and would like to be. Recommendations include the development of context-specific training curricula for pre- and in-service teachers as developed collaboratively by various experts and stakeholders. Learners’ voices, active involvement, cultural context and needs are fundamental to the development and delivery of CSE. The teaching method and content of sexuality education should meet the contemporary needs of the 21st century adolescent to ensure optimal sexual health.","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41870838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Independent Education Board (IEB) introduced the need to facilitate critical conversations on controversial topics in the Life Orientation (LO) classroom at the National Conference in 2016. This shifted the focus of discussions to a facilitated critical narrative within IEB Subject Assessment Guidelines (SAGs) topics. This push followed youth activism against systemic racism at educational institutes, which initially created the perception that these conversations related to the socio-political status quo alone. However, the LO curriculum includes a range of topics that require critical narratives. Courageous conversations may trigger cognitive and emotional dissonance in both the teacher and learner. It is, therefore, crucial to interrogate the LO teachers’ lived experiences in facilitating courageous conversations. This study employed individual phenomenological interviews and a focus group discussion. The participants consisted of nine LO teachers from Gauteng, Eastern Cape, Western Cape and North West province. Each individual interview focused on determining the contexts and the phenomenon of their lived experience of courageous conversations and each participant’s agency in their private capacity as professional educators. The focus group discussion centred around establishing gaps in the motivation, training and skill development of LO teachers to facilitate these conversations. The findings indicate that the courage required of teachers to challenge and be challenged, albeit in a safe environment, results in teacher vulnerability.
{"title":"Courageous conversations in the Life Orientation classroom and teacher vulnerability","authors":"Christa Delport de Villiers, Sarina De Jager","doi":"10.4102/td.v17i1.1097","DOIUrl":"https://doi.org/10.4102/td.v17i1.1097","url":null,"abstract":"The Independent Education Board (IEB) introduced the need to facilitate critical conversations on controversial topics in the Life Orientation (LO) classroom at the National Conference in 2016. This shifted the focus of discussions to a facilitated critical narrative within IEB Subject Assessment Guidelines (SAGs) topics. This push followed youth activism against systemic racism at educational institutes, which initially created the perception that these conversations related to the socio-political status quo alone. However, the LO curriculum includes a range of topics that require critical narratives. Courageous conversations may trigger cognitive and emotional dissonance in both the teacher and learner. It is, therefore, crucial to interrogate the LO teachers’ lived experiences in facilitating courageous conversations. This study employed individual phenomenological interviews and a focus group discussion. The participants consisted of nine LO teachers from Gauteng, Eastern Cape, Western Cape and North West province. Each individual interview focused on determining the contexts and the phenomenon of their lived experience of courageous conversations and each participant’s agency in their private capacity as professional educators. The focus group discussion centred around establishing gaps in the motivation, training and skill development of LO teachers to facilitate these conversations. The findings indicate that the courage required of teachers to challenge and be challenged, albeit in a safe environment, results in teacher vulnerability.","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43203963","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: The advent of democracy in South Africa brought about many changes in the education system. Policies and frameworks that guide the embracement of refugee children were formulated and later implemented. However, there are ongoing challenges experienced by this group and the incidents of poor access and quality of provision experienced by a larger population of refugee children, calls for urgent redress.Aim: This is a theoretical article that examines and analyses the education access, school integration and participation of refugee children.Setting: Focusing on refugee children in a primary school in South Africa.Method: Empirical study articles and reviews carried out on the education and resettlement of refugee children in their host countries between 2005 till date were randomly selected for inclusion in our analysis. Our intention was to understand how the education for refugees is generally conceptualised and the extent to which their lived experiences are captured.Result: Using Gibson’s theory of affordances as a lens, this article analyses the relationship between the new school environment and refugee children and evaluates the possibilities of sustainable learning for all.Conclusion: We argue for an expansive access, including social and academic support interventions that are balanced in terms of promoting the individual child’s abilities and needs for optimal development.
{"title":"Sustainable learning for refugee children in South African primary schools: A theoretical approach","authors":"Rasheedah O. Adams-Ojugbele, D. Hlalele","doi":"10.4102/td.v17i1.1062","DOIUrl":"https://doi.org/10.4102/td.v17i1.1062","url":null,"abstract":"Background: The advent of democracy in South Africa brought about many changes in the education system. Policies and frameworks that guide the embracement of refugee children were formulated and later implemented. However, there are ongoing challenges experienced by this group and the incidents of poor access and quality of provision experienced by a larger population of refugee children, calls for urgent redress.Aim: This is a theoretical article that examines and analyses the education access, school integration and participation of refugee children.Setting: Focusing on refugee children in a primary school in South Africa.Method: Empirical study articles and reviews carried out on the education and resettlement of refugee children in their host countries between 2005 till date were randomly selected for inclusion in our analysis. Our intention was to understand how the education for refugees is generally conceptualised and the extent to which their lived experiences are captured.Result: Using Gibson’s theory of affordances as a lens, this article analyses the relationship between the new school environment and refugee children and evaluates the possibilities of sustainable learning for all.Conclusion: We argue for an expansive access, including social and academic support interventions that are balanced in terms of promoting the individual child’s abilities and needs for optimal development.","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46089634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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