University of South Africa

About: University of South Africa is a education organization based out in Pretoria, South Africa. It is known for research contribution in the topics: Context (language use) & Population. The organization has 8478 authors who have published 19960 publications receiving 237688 citations. The organization is also known as: Unisa.

Oil exploitation and its socioeconomic effects on the Niger Delta region of Nigeria

Abstract: The oil exploration and exploitation industry which is majorly centred in the Niger Delta region is without doubt currently the most important earner of foreign exchange to the Nigerian economy. The Niger Delta is home to an extraordinary variety of people; mostly fishers and farmers with a history of rich cultural heritage. However, the region is suffering from devastating oil pollution. Although the effects of oil spill depend on factors such as size or area of spill and geographical location, the socioeconomic and environmental costs of oil production can be extensive; these range from destruction of wildlife, biodiversity loss, air and water pollution, degradation of farmland and damage to aquatic ecosystems. The paper reviews the adverse effects of oil exploitation on the Niger Delta region. It researches the common belief that government and oil multinationals are negatively disposed to the socioeconomic and environmental wellbeing of host communities especially in events of oil spillage. The paper reveals that oil exploitation has increased the rate of environmental degradation and has perpetuated food insecurity as a result of death of fish and crops as well as loss of farm lands and viable rivers for fishing activities leading to loss of livelihood. The paper supports the call for multinationals operating in the region to modernise operating infrastructure and equipment in order to prevent avoidable oil spillages that often lead to community restiveness, and more so, intensification of joint efforts between oil multinationals and government in the capital development of the region is very important.

A native at home and abroad: the history, politics, ethics and aesthetics of acacias

Abstract: Aim Anthropogenic introductions of Australian Acacia spp. that become classed as alien invasive species have consequences besides the physical, spatial and ecological: there are also cultural, ethi ...

Risk as an attribute in discrete choice experiments: A systematic review of the literature

Abstract: Discrete choice experiments (DCEs) are used to elicit preferences of current and future patients and healthcare professionals about how they value different aspects of healthcare. Risk is an integral part of most healthcare decisions. Despite the use of risk attributes in DCEs consistently being highlighted as an area for further research, current methods of incorporating risk attributes in DCEs have not been reviewed explicitly. This study aimed to systematically identify published healthcare DCEs that incorporated a risk attribute, summarise and appraise methods used to present and analyse risk attributes, and recommend best practice regarding including, analysing and transparently reporting the methodology supporting risk attributes in future DCEs. The Web of Science, MEDLINE, EMBASE, PsycINFO and Econlit databases were searched on 18 April 2013 for DCEs that included a risk attribute published since 1995, and on 23 April 2013 to identify studies assessing risk communication in the general (non-DCE) health literature. Healthcare-related DCEs with a risk attribute mentioned or suggested in the title/abstract were obtained and retained in the final review if a risk attribute meeting our definition was included. Extracted data were tabulated and critically appraised to summarise the quality of reporting, and the format, presentation and interpretation of the risk attribute were summarised. This review identified 117 healthcare DCEs that incorporated at least one risk attribute. Whilst there was some evidence of good practice incorporated into the presentation of risk attributes, little evidence was found that developing methods and recommendations from other disciplines about effective methods and validation of risk communication were systematically applied to DCEs. In general, the reviewed DCE studies did not thoroughly report the methodology supporting the explanation of risk in training materials, the impact of framing risk, or exploring the validity of risk communication. The primary limitation of this review was that the methods underlying presentation, format and analysis of risk attributes could only be appraised to the extent that they were reported. Improvements in reporting and transparency of risk presentation from conception to the analysis of DCEs are needed. To define best practice, further research is needed to test how the process of communicating risk affects the way in which people value risk attributes in DCEs.

The socio-educational context of literacy accomplishment in disadvantaged schools : lessons for reading in the early primary school years

Abstract: Literacy does not develop in a vacuum. Reading is taught and is learnt within a social context, and the school and teachers are a central part of this context. This context will affect the way learners acquire literacy as well as the consequences of their literacy accomplishments within the learning environment. This article presents findings from a study that assessed Grade 1 learners' literacy accomplishments and examined the school literacy context as well as the literacy practices and perceptions of teachers in a primary school. The findings are discussed in relation to the broader school literacy environment and the learners' literacy achievements. The findings indicate that the acquisition of literacy skills is the product of a set of socio-educational circumstances that translate themselves into specific literacy environments for learners. The article concludes by identifying some implications that follow from the findings. Key Words: reading; literacy assessment; assessment standards; socio-educational context of literacy Journal for Language Teaching Vol.38(1) 2004: 45-62