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Portia Lubisi</title> <meta name="description" content="Search results for: Thembelihle Portia Lubisi"> <meta name="keywords" content="Thembelihle Portia Lubisi"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Thembelihle Portia Lubisi"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 13</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Thembelihle Portia Lubisi</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13</span> Evaluating Viability of Using South African Forestry Process Biomass Waste Mixtures as an Alternative Pyrolysis Feedstock in the Production of Bio Oil</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thembelihle%20Portia%20Lubisi">Thembelihle Portia Lubisi</a>, <a href="https://publications.waset.org/abstracts/search?q=Malusi%20Ntandoyenkosi%20Mkhize"> Malusi Ntandoyenkosi Mkhize</a>, <a href="https://publications.waset.org/abstracts/search?q=Jonas%20Kalebe%20Johakimu"> Jonas Kalebe Johakimu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Fertilizers play an important role in maintaining the productivity and quality of plants. Inorganic fertilizers (containing nitrogen, phosphorus, and potassium) are largely used in South Africa as they are considered inexpensive and highly productive. When applied, a portion of the excess fertilizer will be retained in the soil, a portion enters water streams due to surface runoff or the irrigation system adopted. Excess nutrient from the fertilizers entering the water stream eventually results harmful algal blooms (HABs) in freshwater systems, which not only disrupt wildlife but can also produce toxins harmful to humans. Use of agro-chemicals such as pesticides and herbicides has been associated with increased antimicrobial resistance (AMR) in humans as the plants are consumed by humans. This resistance of bacterial poses a threat as it prevents the Health sector from being able to treat infectious disease. Archaeological studies have found that pyrolysis liquids were already used in the time of the Neanderthal as a biocide and plant protection product. Pyrolysis is thermal degradation process of plant biomass or organic material under anaerobic conditions leading to production of char, bio-oils and syn gases. Bio-oil constituents can be categorized as water soluble (wood vinegar) and water insoluble fractions (tar and light oils). Wood vinegar (pyro-ligneous acid) is said to contain contains highly oxygenated compounds including acids, alcohols, aldehydes, ketones, phenols, esters, furans, and other multifunctional compounds with various molecular weights and compositions depending on the biomass material derived from and pyrolysis operating conditions. Various researchers have found the wood vinegar to be efficient in the eradication of termites, effective in plant protection and plant growth, has antibacterial characteristics and was found effective in inhibiting the micro-organisms such as candida yeast, E-coli, etc. This study investigated characterisation of South African forestry product processing waste with intention of evaluating the potential of using the respective biomass waste as feedstock for boil oil production via pyrolysis process. Ability to use biomass waste materials in production of wood-vinegar has advantages that it does not only allows for reduction of environmental pollution and landfill requirement, but it also does not negatively affect food security. The biomass wastes investigated were from the popular tree types in KZN, which are, pine saw dust (PSD), pine bark (PB), eucalyptus saw dust (ESD) and eucalyptus bark (EB). Furthermore, the research investigates the possibility of mixing the different wastes with an aim to lessen the cost of raw material separation prior to feeding into pyrolysis process and mixing also increases the amount of biomass material available for beneficiation. A 50/50 mixture of PSD and ESD (EPSD) and mixture containing pine saw dust; eucalyptus saw dust, pine bark and eucalyptus bark (EPSDB). Characterisation of the biomass waste will look at analysis such as proximate (volatiles, ash, fixed carbon), ultimate (carbon, hydrogen, nitrogen, oxygen, sulphur), high heating value, structural (cellulose, hemicellulose and lignin) and thermogravimetric analysis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=characterisation" title="characterisation">characterisation</a>, <a href="https://publications.waset.org/abstracts/search?q=biomass%20waste" title=" biomass waste"> biomass waste</a>, <a href="https://publications.waset.org/abstracts/search?q=saw%20dust" title=" saw dust"> saw dust</a>, <a href="https://publications.waset.org/abstracts/search?q=wood%20waste" title=" wood waste"> wood waste</a> </p> <a href="https://publications.waset.org/abstracts/173500/evaluating-viability-of-using-south-african-forestry-process-biomass-waste-mixtures-as-an-alternative-pyrolysis-feedstock-in-the-production-of-bio-oil" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173500.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">68</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12</span> A Bundled Approach to Explaining Technological Change: The Case of E-Estonia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andrew%20Adjah%20Sai">Andrew Adjah Sai</a>, <a href="https://publications.waset.org/abstracts/search?q=Portia%20Opoku%20Boadi"> Portia Opoku Boadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Explaining change is an abstract endeavor. Many management scholars have adopted metaphors to explain change. In this paper, we deal with the drivers of technological change. We use a historical and theoretical approach to review and elaborate on the concepts and context about a specific case. We discuss the limitations of each approach proffered and the implications as a consequence on technological change. We present plurality and multiplicity of perspectives using a socio-technical approach to explain technological change contextually on an organizational level. We show by using our model how technology absorption and diffusion can be accelerated through artefactual institutions to enable social change. The multiplicity of perspectives and plurality of our arguments creates a fine explanation of the e-Estonia case as an example. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artefactual%20institutions" title="artefactual institutions">artefactual institutions</a>, <a href="https://publications.waset.org/abstracts/search?q=e-Estonia" title=" e-Estonia"> e-Estonia</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20change" title=" social change"> social change</a>, <a href="https://publications.waset.org/abstracts/search?q=technological%20trajectories" title=" technological trajectories"> technological trajectories</a> </p> <a href="https://publications.waset.org/abstracts/78808/a-bundled-approach-to-explaining-technological-change-the-case-of-e-estonia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78808.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">448</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11</span> Syntactic, Semantic, and Pragmatic Rationalization of Modal Auxiliary Verbs in Akan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joana%20Portia%20Sakyi">Joana Portia Sakyi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The uniqueness of auxiliary verbs and their contribution to grammar as constituents, which act as preverbs to supply additional grammatical or functional meanings to clauses, are well established. Functionally, they relate clauses to tense, aspect, mood, voice, emphasis, and modality, along with the main verbs conveying the appropriate lexical content. There has been an issue in Akan grammar vis-à-vis the status of auxiliary verbs, in terms of whether Akan has auxiliaries or not and even which forms are to be regarded as auxiliaries. We investigate the syntactic, semantic, and pragmatic components of expressions and claim that Akan has auxiliary verbs that contribute the functional or grammatical meaning of modality, tense/aspect, etc., to clauses they occur in. Essentially, we use a self-created corpus data to consider the affix bέ- ‘may’, ‘must’, ‘should’; the form tùmí ‘can’, ‘be able to’; mà ‘to let’, ‘to allow’, ‘to permit’, ‘to make’, or ‘to cause’ someone to do something; the multi-word forms ὲsὲ sέ ‘must’, ‘should’ or ‘have to’ and ètwà sέ ‘must’, ‘should’ or ‘have to’, and assert that they are legitimate modal auxiliaries conveying epistemic, deontic, and dynamic modalities, as well as other meanings in the language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Akan" title="Akan">Akan</a>, <a href="https://publications.waset.org/abstracts/search?q=modality" title=" modality"> modality</a>, <a href="https://publications.waset.org/abstracts/search?q=modal%20auxiliaries" title=" modal auxiliaries"> modal auxiliaries</a>, <a href="https://publications.waset.org/abstracts/search?q=semantics" title=" semantics"> semantics</a> </p> <a href="https://publications.waset.org/abstracts/172032/syntactic-semantic-and-pragmatic-rationalization-of-modal-auxiliary-verbs-in-akan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172032.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">77</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10</span> The Influence of Theories and Approaches to Educational Policy and Planning in Ghana’s Current Educational Developments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ruth%20Donkoh">Ruth Donkoh</a>, <a href="https://publications.waset.org/abstracts/search?q=Wing%20On%20Lee"> Wing On Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Solomon%20A.%20Boateng"> Solomon A. Boateng</a>, <a href="https://publications.waset.org/abstracts/search?q=Portia%20Oware%20Twerefoo"> Portia Oware Twerefoo</a>, <a href="https://publications.waset.org/abstracts/search?q=Josephine%20Donkor"> Josephine Donkor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper we defend the value of theories and approaches to educational policy and planning in enhancing the educational developments in Ghana. This mission is achieved by enumerating the recent educational developments in Ghana and juxtaposing it with some educational theories, approaches to policy making, and policy planning to see if the educational developments conform with the theory principles as well as policy making and planning processes. Data collection for the research was made through textual analysis of policy documents as well as review of relevant literatures. The findings reveled that educational developments in Ghana are unable to attain its objectives due to the policies not conforming with the policy formation and planning principles. In addition, was that education planning in Ghana does not follow the policy-administration dichotomy theory principles and likewise the distribution of educational needs goes contrary to the equity theory. We recommend that educational policies in Ghana should be in conformity with the principles of theories as well as the approaches to educational policy making and planning to help meet the needs of learners, attain educational quality, and to help in the accomplishment of educational development objectives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ghana%20education" title="Ghana education">Ghana education</a>, <a href="https://publications.waset.org/abstracts/search?q=equity%20theories" title=" equity theories"> equity theories</a>, <a href="https://publications.waset.org/abstracts/search?q=politics-%20administration%20dichotomy%20theory" title=" politics- administration dichotomy theory"> politics- administration dichotomy theory</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20policies" title=" educational policies"> educational policies</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20planning" title=" educational planning"> educational planning</a> </p> <a href="https://publications.waset.org/abstracts/145080/the-influence-of-theories-and-approaches-to-educational-policy-and-planning-in-ghanas-current-educational-developments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145080.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">146</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9</span> The Analysis of Female Characters in Shakespeare’s Work; Contrast between the Submissive and the Wicked</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jeong%20Hwa%20Ryong">Jeong Hwa Ryong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Numerous characters appear in the works of England’s most prominent play writer, William Shakespeare. Most of the time, his male protagonists possess various and complex characteristics throughout the storyline of his work, making it interesting for the readers to analyze their actions in many different aspects. However, some critics argue that unlike male characters, Shakespeare’s female characters are rather more flat and one-sided, pointing out that they are either the extreme version of good or evil. Especially, it is a significant topic to discuss in the modern days, considering the fact that gender stereotype is now a sensitive issue. Starting from such argument, it is important to address their purpose of being in the play and suggest their meaning to the modern readers of today. In this context, this paper analyzes several female characters of Shakespeare’s work by closely examining their actions and lines. The characters analyzed are Ophelia from Hamlet, Cordelia from King Lear, Katherine from The Taming of the Shrew, Goneril from King Lear and Lady Macbeth from Macbeth. Nevertheless, some female protagonists of Shakespeare’s work do not fall in to this category and exceed the limitations of others. Therefore this paper proposes alternative characters such as Juliet from Romeo and Juliet and Portia from The Merchant of Venice that are rather more complex and difficult to include in just one category. By doing so, this paper critically analyzes the strengths and weaknesses of many female characters in Shakespeare’s play. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=female%20characters" title="female characters">female characters</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20stereotype" title=" gender stereotype"> gender stereotype</a>, <a href="https://publications.waset.org/abstracts/search?q=William%20Shakespeare" title=" William Shakespeare"> William Shakespeare</a> </p> <a href="https://publications.waset.org/abstracts/58070/the-analysis-of-female-characters-in-shakespeares-work-contrast-between-the-submissive-and-the-wicked" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58070.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">341</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8</span> Practice Patterns of Physiotherapists for Learners with Disabilities at Special Schools: A Scoping Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lubisi%20L.%20V.">Lubisi L. V.</a>, <a href="https://publications.waset.org/abstracts/search?q=Madumo%20M.%20B."> Madumo M. B.</a>, <a href="https://publications.waset.org/abstracts/search?q=Mudau%20N.%20P."> Mudau N. P.</a>, <a href="https://publications.waset.org/abstracts/search?q=Makhuvele%20L."> Makhuvele L.</a>, <a href="https://publications.waset.org/abstracts/search?q=Sibuyi%20M.%20M."> Sibuyi M. M.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background and Aims: Learners with disabilities can be integrated into mainstream schools, whereas there are those learners that are accommodated in special schools based on the support needs they require. These needs, among others, pertain to access to high-intensity therapeutic support by physiotherapists, occupational therapists, and speech therapists. However, access to physiotherapists in low- and middle-income countries is limited, and this creates a knowledge gap in identifying, to the best of our knowledge, best practice patterns aligned with physiotherapy at special schools. This gap compromises the quality of support to be rendered towards strengthening rehabilitation and optimising the participation of learners with disabilities in special schools. The aim of the scoping review was to map the evidence on practice patterns employed by physiotherapists at special schools for learners with disabilities. Methods: The Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines were followed. Key terms regarding physiotherapy practice patterns for learners with disabilities at special schools were used to search the literature on the databases. Literature was sourced from Google Scholar, EBSCO, PEDro, PubMed, and Research Gate from 2013 to 2023. A total of 28 articles were initially retrieved and after a process of screening and exclusion, nine articles were included. All the researchers reviewed the articles for eligibility. Articles were initially screened based on the titles, followed by full text. Articles written in English or translated into English mentioned physical / physiotherapy interventions in special schools, both published and unpublished, were included. A qualitative data extraction template was developed and an inductive approach to thematic data analysis was used for included articles to see which themes emerged. Results: Three themes emerged after inductive thematic data analysis. 1. Collaboration with educators, parents, and therapists 2. Family Centred Approach 3. Telehealth. Conclusion: Collaboration is key in delivering therapeutic support to learners with disabilities at special schools. Physiotherapists need to be collaborators at the level of interprofessional and transprofessional. In addition, they need to explore technology to work remotely, especially when learners become absent physically from school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learners%20with%20disabilities" title="learners with disabilities">learners with disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20school" title=" special school"> special school</a>, <a href="https://publications.waset.org/abstracts/search?q=physiotherapists" title=" physiotherapists"> physiotherapists</a>, <a href="https://publications.waset.org/abstracts/search?q=therapeutic%20support" title=" therapeutic support"> therapeutic support</a> </p> <a href="https://publications.waset.org/abstracts/184308/practice-patterns-of-physiotherapists-for-learners-with-disabilities-at-special-schools-a-scoping-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/184308.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">75</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7</span> Assessing the Suitability of South African Waste Foundry Sand as an Additive in Clay Masonry Products</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nthabiseng%20Portia%20Mahumapelo">Nthabiseng Portia Mahumapelo</a>, <a href="https://publications.waset.org/abstracts/search?q=Andre%20van%20Niekerk"> Andre van Niekerk</a>, <a href="https://publications.waset.org/abstracts/search?q=Ndabenhle%20Sosibo"> Ndabenhle Sosibo</a>, <a href="https://publications.waset.org/abstracts/search?q=Nirdesh%20Singh"> Nirdesh Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The foundry industry generates large quantities of solid waste in the form of waste foundry sand. The ever-increasing quantities of this type of industrial waste put pressure on land-filling space and its proper management has become a global concern. The South African foundry industry is not different when it comes to this solid waste generation. Utilizing the foundry waste sand in other applications has become an attractive avenue to deal with this waste stream. In the present paper, an evaluation was done on the suitability of foundry waste sand as an additive in clay masonry products. Purchased clay was added to the foundry waste sand sample in a 50/50 ratio. The mixture was named FC sample. The FC sample was mixed with water in a pan mixer until the mixture was consistent and suitable for extrusion. The FC sample was extruded and cut into briquettes. Water absorption, shrinkage and modulus of rupture tests were conducted on the resultant briquettes. Foundry waste sand and FC samples were respectively characterized mineralogically using X-Ray Diffraction, and the major and trace elements were determined using Inductively Coupled Plasma Optical Emission Spectroscopy. Adding purchased clay to the foundry waste sand positively influenced the workability of the test sample. Another positive characteristic was the low linear shrinkage, which indicated that products manufactured from the FC sample would not be susceptible to cracking. The water absorption values were acceptable and the unfired and fired strength values of the briquette’s samples were acceptable. In conclusion, tests showed that foundry waste sand can be used as an additive in masonry clay bricks, provided it is blended with good quality clay. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=foundry%20waste%20sand" title="foundry waste sand">foundry waste sand</a>, <a href="https://publications.waset.org/abstracts/search?q=masonry%20clay%20bricks" title=" masonry clay bricks"> masonry clay bricks</a>, <a href="https://publications.waset.org/abstracts/search?q=modulus%20of%20rupture" title=" modulus of rupture"> modulus of rupture</a>, <a href="https://publications.waset.org/abstracts/search?q=shrinkage" title=" shrinkage"> shrinkage</a> </p> <a href="https://publications.waset.org/abstracts/105027/assessing-the-suitability-of-south-african-waste-foundry-sand-as-an-additive-in-clay-masonry-products" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/105027.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">230</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6</span> Integrating Human Rights into Countering Violent Extremism: A Comparative Analysis of Women Without Borders and Hedayah Initiatives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Portia%20Muehlbauer">Portia Muehlbauer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines the evolving landscape of preventing and countering violent extremism (PCVE) by delving into the growing importance of integrating human rights principles into violence prevention strategies on the local, community level. This study sheds light on the underlying theoretical frameworks of violent extremism and the influence of gender while investigating the intersection between human rights preservation and violent extremism prevention. To gain practical insight, the research focuses on two prominent international non-governmental organizations, Women without Borders (WwB) and Hedayah, and their distinct PCVE initiatives. WwB adopts a gender-sensitive approach, implementing parental education programs that empower mothers in at-risk communities to prevent the spread of violent extremism. In contrast, Hedayah takes an indirect route, employing capacity building programs that enhance the capabilities of educators, social workers, and psychologists in early intervention, rehabilitation and reintegration efforts. Qualitative data for this comparative analysis was collected through an extensive four-month internship at WwB during the fall of 2020, a three-month internship at Hedayah in the spring of 2021, a thought-provoking semi-structured interview with the executive director of WwB, personal field notes, and a comprehensive discourse analysis of the prevailing literature on human rights considerations in PCVE practices. This study examines the merits and challenges of integrating human rights into PCVE programming through the lens of both organizations, WwB and Hedayah. The findings of this study will inform policymakers, practitioners, and researchers on the intricate relationship between human rights protection and effective PCVE strategies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=preventing%20and%20countering%20violent%20extremism" title="preventing and countering violent extremism">preventing and countering violent extremism</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20rights" title=" human rights"> human rights</a>, <a href="https://publications.waset.org/abstracts/search?q=counterterrorism" title=" counterterrorism"> counterterrorism</a>, <a href="https://publications.waset.org/abstracts/search?q=peacebuilding" title=" peacebuilding"> peacebuilding</a>, <a href="https://publications.waset.org/abstracts/search?q=capacity%20building%20programs" title=" capacity building programs"> capacity building programs</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20studies" title=" gender studies"> gender studies</a> </p> <a href="https://publications.waset.org/abstracts/170298/integrating-human-rights-into-countering-violent-extremism-a-comparative-analysis-of-women-without-borders-and-hedayah-initiatives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170298.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">62</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5</span> Sexual Behaviour and Psychological Well-Being of a Group of African Adolescent Males in Alice, Eastern Cape</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jabulani%20Gilford%20Kheswa">Jabulani Gilford Kheswa</a>, <a href="https://publications.waset.org/abstracts/search?q=Thembelihle%20Lobi"> Thembelihle Lobi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> From a cultural perspective, expression of hegemonic masculinity in South Africa continues to escalate among adolescent males who grow up in communities lacking in role models and recreational facilities. However, when the schools are constructive, and peer influence is positive, adolescent male can potentially express character strengths and lead a meaningful life. Drawing from Bronfenbrenner’s Ecological Model and Keyes and Ryff’s six dimensions of psychological well-being and mental health, such youth may exemplify positive self-esteem, problem- focused coping strategies, condom self-efficacy, good leadership skills, enhanced motivation and a positive emotional state, which buffer against risky sexual behaviors. This paper was aimed at investigating the relationships between adolescent males’ sexual behavior and psychological well-being. This study employed a quantitative research to collect data from 54 Xhosa-speaking adolescent males from one school high school in Fort Beaufort, Eastern Cape, South Africa. These learners were from grade nine, ten and eleven with their ages ranging from 14 to 20. Prior the research commenced, the school principal and caregivers of the learners who participated in the study, gave their informed consent. Self- administered closed-ended questionnaire with Section A (that is, biographical information) and Section B with each question rated on the 5–point Likert scale was used. The advantages of questionnaires include a high response rate as they require less time and offer anonymity because participants’ names are not identified. The SPSS version 18 was used for statistical data analysis. The mean age was 16.83 with a standard deviation of 1.611. 44.4% of the participants were from grade 9, 33.3% from grade 10 and 22.2% from grade 11. The Chronbach alpha of 0.79 was yielded, with respect to self- esteem of adolescent males. In this study, 76.9% reported to attend church services whilst 23% indicated not to attend church services. A further 96.2% of adolescent males indicated to have good relations with guardians while only 3.8% had poorer relations. A large proportion of adolescent males (72.9%) indicated to high-quality friendship as opposed to 27.1% who reported being receiving negative guidance from peers. Other findings revealed that 81.1% of the participants’ parents do not drink alcohol, and they cope at school as 79.6% reported protective factors as attributable towards non-engagement to risky sexual practices. As a result, 81.4% of participants reported not to participate in criminal activities although 85% of the participants indicated that in their school there are drugs. It could be speculated from this study that adolescent males whose caregivers are authoritative, find purpose in life and are most likely to be socially and academically competent. This paper leads to further research interest into mental health, coping strategies and sexual decision-making skills of the youth in South Africa. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=church" title="church">church</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title=" mental health"> mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=school" title=" school"> school</a>, <a href="https://publications.waset.org/abstracts/search?q=sexual%20behaviour" title=" sexual behaviour"> sexual behaviour</a> </p> <a href="https://publications.waset.org/abstracts/56815/sexual-behaviour-and-psychological-well-being-of-a-group-of-african-adolescent-males-in-alice-eastern-cape" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56815.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">265</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4</span> Review of Consecutive Patients Treated with a Combination of Vancomycin and Rifaximin for Diarrhea Predominant Irritable Bowel Syndrome (IBS-D)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Portia%20Murphy">Portia Murphy</a>, <a href="https://publications.waset.org/abstracts/search?q=Danica%20Vasic"> Danica Vasic</a>, <a href="https://publications.waset.org/abstracts/search?q=Anoja%20W.%20Gunaratne"> Anoja W. Gunaratne</a>, <a href="https://publications.waset.org/abstracts/search?q=Encarnita%20Sitchon"> Encarnita Sitchon</a>, <a href="https://publications.waset.org/abstracts/search?q=Teresita%20Tugonon"> Teresita Tugonon</a>, <a href="https://publications.waset.org/abstracts/search?q=Marou%20Ison"> Marou Ison</a>, <a href="https://publications.waset.org/abstracts/search?q=Antoinette%20Le%20Busque"> Antoinette Le Busque</a>, <a href="https://publications.waset.org/abstracts/search?q=Christelle%20Pagonis"> Christelle Pagonis</a>, <a href="https://publications.waset.org/abstracts/search?q=Thomas%20J.%20Borody"> Thomas J. Borody</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Irritable bowel syndrome (IBS) is a chronic gastrointestinal disorder that affects an estimated 11% of the population globally with the most predominant symptoms being abdominal pain, bloating and altered bowel movements. All age groups suffer from IBS although the prevalence of IBS decreases for age groups over 50 years. Women are more likely to suffer from IBS than men. IBS can be categorized into 3 groups based on the type of altered bowel movement: diarrhea-predominant IBS (IBS-D), constipation-predominant IBS (IBS-C) and IBS with mixed bowel habit (IBS-M). The contribution of the gut microbiome to the etiology of IBS is becoming increasingly recognized with rising use of anti-microbial agents. Previous studies on vancomycin and rifaximin used as monotherapy or in combination have been conducted mainly on IBS-C and showed marked improvements in the symptoms. According to our knowledge, no studies reported using these two combinations of antibiotics for IBS-D. Here, we report a consecutive cohort of 18 patients treated with both vancomycin and rifaximin for IBS-D. These patients’ records were reviewed retrospectively. In this cohort, patients ages were between 24-74 years (mean 44 years) and 9 were female. Baseline all patients had diarrhea, 4 with mucus and one with blood. Patients reported other symptoms were abdominal pain (n=11) bloating (n=9), flatulence (n=7), fatigue (n=4) and nausea (n=3). Patients treatments were personalized according to their symptom severity and tolerability and were treated with combination of rifaximin (500 - 3000mg/d) and vancomycin (500mg - 1500mg/d) for an ongoing period. Follow-ups were conducted between 2-32 weeks’ time. Of all patients, 89% patients reported improvement of the symptoms, 1 reported no change and 1 patient’s symptoms got worse. The mechanism of action for both vancomycin and rifaximin involves the inhibition of bacterial cell wall and protein synthesis respectively. The role of these medications in improving the symptoms of this cohort suggests that IBS-D may be microbiome infection driven. In this cohort, similar patient presentations to Clostridium difficile, as well as symptom improvement with the use of rifaximin and particularly vancomycin, suggest that the infectious agent may be an unidentified Clostridium. These preliminary results offer an alternative etiology for IBS-D not previously considered and open the avenue for new research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=clostridium%20deficile" title="clostridium deficile">clostridium deficile</a>, <a href="https://publications.waset.org/abstracts/search?q=diarrhea%20predominant%20Irritable%20Bowel%20Syndrome" title=" diarrhea predominant Irritable Bowel Syndrome"> diarrhea predominant Irritable Bowel Syndrome</a>, <a href="https://publications.waset.org/abstracts/search?q=microbiome" title=" microbiome"> microbiome</a>, <a href="https://publications.waset.org/abstracts/search?q=vancomycin%2Frifaximin%20combination" title=" vancomycin/rifaximin combination"> vancomycin/rifaximin combination</a> </p> <a href="https://publications.waset.org/abstracts/155117/review-of-consecutive-patients-treated-with-a-combination-of-vancomycin-and-rifaximin-for-diarrhea-predominant-irritable-bowel-syndrome-ibs-d" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155117.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">130</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> Scaling Up Psychosocial Wellbeing of Orphans and Vulnerable Learners in Rural Schools in Lesotho: An Ethnopsychology Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fumane%20Portia%20Khanare">Fumane Portia Khanare</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores strategies to improve the psychosocial wellbeing of orphans and vulnerable learners (OVLs) in rural schools in Lesotho that seem essential for their success, in anticipation of, and in the context of global education. Various strategies to improve the psychosocial wellbeing are considered necessary in that they are inclusive and buffer other forms of conditions beyond traditional and Eurocentric forms in orientation. Furthermore, they bring about the local experiences and particularly of the learners and schools in rural areas – all of which constitute ethnopsychology. COVID-19 pandemic has enthused the demands for collaboration and responsive support for learners within rural and many deprived contexts in Lesotho. However, the increase of OVLs in the education sector has also sparked the debate of how much rural schools with lack of resources, inadequate teacher training, declining unemployment and the detriment of COVID-19 throughout Lesotho affected the psychosocial wellbeing of these learners. In some cases, the pandemic has created opportunities to explore existing, forgotten or ignored resources dated back to pre-colonial era in Lesotho, and emphasizing to have an optimistic outlook on life as a result of collaboration and appreciating local knowledge. In order to scale up the psychosocial wellbeing of OVLs there is a need to explore various strategies to improve their psychosocial wellbeing, in which all learners can succeed during COVID-19 pandemic and beyond, thereby promoting agency of young people from the rural areas towards building supportive learning environments. The paper draws on a qualitative participatory arts-based study data generated by 30 learners in two rural secondary schools in Lesotho. Thematic analysis was employed to provide an in-depth understanding of learners' psychosocial needs and strategies to improve their psychosocial wellbeing. The paper is guided by ethnopsychology – a strength-based perspective, which posit that in the most difficult situations, individual including, young people have strengths, can collaborate and find solutions that respond to their challenges. This was done by examining how various facets of their environments such as peers, teachers, schools’ environment, family and community played out in creating supportive strategies to improve the psychosocial wellbeing of OVLs which buffer their successful completion of their secondary school education. It is recommended that ethnopsychology should recognised and be used under the realm of positive wellbeing in rural schools in Lesotho. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=arts-based%20research" title="arts-based research">arts-based research</a>, <a href="https://publications.waset.org/abstracts/search?q=ethnopsychology" title=" ethnopsychology"> ethnopsychology</a>, <a href="https://publications.waset.org/abstracts/search?q=orphans%20and%20vulnerable%20learners" title=" orphans and vulnerable learners"> orphans and vulnerable learners</a>, <a href="https://publications.waset.org/abstracts/search?q=Lesotho" title=" Lesotho"> Lesotho</a>, <a href="https://publications.waset.org/abstracts/search?q=psychosocial%20wellbeing" title=" psychosocial wellbeing"> psychosocial wellbeing</a>, <a href="https://publications.waset.org/abstracts/search?q=rural%20schools" title=" rural schools"> rural schools</a> </p> <a href="https://publications.waset.org/abstracts/153241/scaling-up-psychosocial-wellbeing-of-orphans-and-vulnerable-learners-in-rural-schools-in-lesotho-an-ethnopsychology-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153241.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">155</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> Scaling Up Psychosocial Wellbeing of Orphans and Vulnerable Learners in Rural Schools in Lesotho: An Ethnopsychology Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fumane%20Portia%20Khanare">Fumane Portia Khanare</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores strategies to improve the psychosocial wellbeing of orphans and vulnerable learners (OVLs) in rural schools in Lesotho that seem essential for their success, in anticipation of, and in the context of global education. Various strategies to improve psychosocial wellbeing are considered necessary in that they are inclusive and buffer other forms of conditions beyond traditional and Eurocentric forms in orientation. Furthermore, they bring about the local experiences and particularly of the learners and schools in rural areas – all of which constitute ethnopsychology. COVID-19 pandemic has enthused the demands for collaboration and responsive support for learners within rural and many deprived contexts in Lesotho. However, the increase of OVLs in the education sector has also sparked the debate of how many rural schools with a lack of resources, inadequate teacher training, declining unemployment and the detriment of COVID-19 throughout Lesotho affected the psychosocial wellbeing of these learners. In some cases, the pandemic has created opportunities to explore existing, forgotten or ignored resources dated back to the pre-colonial era in Lesotho, and emphasizing to have an optimistic outlook on life as a result of collaboration and appreciating local knowledge. In order to scale up the psychosocial wellbeing of OVLs, there is a need to explore various strategies to improve their psychosocial wellbeing, in which all learners can succeed during the COVID-19 pandemic and beyond, thereby promoting the agency of young people from the rural areas towards building supportive learning environments. The paper draws on qualitative participatory arts-based study data generated by 30 learners in two rural secondary schools in Lesotho. Thematic analysis was employed to provide an in-depth understanding of learners' psychosocial needs and strategies to improve their psychosocial wellbeing. The paper is guided by ethnopsychology – a strength-based perspective, which posits that in the most difficult situations, individuals including, young people have strengths, can collaborate and find solutions that respond to their challenges. This was done by examining how various facets of their environments such as peers, teachers, schools’ environment, family and community played out in creating supportive strategies to improve the psychosocial wellbeing of OVLs which buffer the successful completion of their secondary school education. It is recommended that ethnopsychology should recognise and be used under the realm of positive wellbeing in rural schools in Lesotho. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=arts-based%20research" title="arts-based research">arts-based research</a>, <a href="https://publications.waset.org/abstracts/search?q=ethnopsychology" title=" ethnopsychology"> ethnopsychology</a>, <a href="https://publications.waset.org/abstracts/search?q=Lesotho" title=" Lesotho"> Lesotho</a>, <a href="https://publications.waset.org/abstracts/search?q=orphans%20and%20vulnerable%20learners" title=" orphans and vulnerable learners"> orphans and vulnerable learners</a>, <a href="https://publications.waset.org/abstracts/search?q=psychosocial%20wellbeing" title=" psychosocial wellbeing"> psychosocial wellbeing</a>, <a href="https://publications.waset.org/abstracts/search?q=rural%20schools." title=" rural schools."> rural schools.</a> </p> <a href="https://publications.waset.org/abstracts/139780/scaling-up-psychosocial-wellbeing-of-orphans-and-vulnerable-learners-in-rural-schools-in-lesotho-an-ethnopsychology-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139780.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">207</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> 3D Interactions in Under Water Acoustic Simulationseffect of Green Synthesized Metal Nanoparticles on Gene Expression in an In-Vitro Model of Non-alcoholic Steatohepatitis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nendouvhada%20Livhuwani%20Portia">Nendouvhada Livhuwani Portia</a>, <a href="https://publications.waset.org/abstracts/search?q=Nicole%20Sibuyi"> Nicole Sibuyi</a>, <a href="https://publications.waset.org/abstracts/search?q=Kwazikwakhe%20Gabuza"> Kwazikwakhe Gabuza</a>, <a href="https://publications.waset.org/abstracts/search?q=Adewale%20Fadaka"> Adewale Fadaka</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Metabolic dysfunction-associated liver disease (MASLD) is a chronic condition characterized by excessive fat accumulation in the liver, distinct from conditions caused by alcohol, viral hepatitis, or medications. MASLD is often linked with metabolic syndrome, including obesity, diabetes, hyperlipidemia, and hypertriglyceridemia. This disease can progress to metabolic dysfunction-associated steatohepatitis (MASH), marked by liver inflammation and scarring, potentially leading to cirrhosis. However, only 43-44% of patients with steatosis develop MASH, and 7-30% of those with MASH progress to cirrhosis. The exact mechanisms underlying MASLD and its progression remain unclear, and there are currently no specific therapeutic strategies for MASLD/MASH. While anti-obesity and anti-diabetic medications can reduce progression, they do not fully treat or reverse the disease. As an alternative, green-synthesized metal nanoparticles (MNPs) are emerging as potential treatments for liver diseases due to their anti-diabetic, anti-inflammatory, and anti-obesity properties with minimal side effects. MNPs like gold nanoparticles (AuNPs) and silver nanoparticles (AgNPs) have been shown to improve metabolic processes by lowering blood glucose, body fat, and inflammation. The study aimed to explore the effects of green-synthesized MNPs on gene expression in an in vitro model of MASH using C3A/HepG2 liver cells. The MASH model was created by exposing these cells to free fatty acids (FFAs) followed by lipopolysaccharide (LPS) to induce inflammation. Cell viability was assessed with the Water-Soluble Tetrazolium (WST)-1 assay, and lipid accumulation was measured using the Oil Red O (ORO) assay. Additionally, mitochondrial membrane potential was assessed by the tetramethyl rhodamine, methyl ester (TMRE) assay, and inflammation was measured with an Enzyme-Linked Immunosorbent Assay (ELISA). The study synthesized AuNPs from Carpobrotus edulis fruit (CeF) and avocado seed (AvoSE) and AgNPs from Salvia africana-lutea (SAL) using optimized conditions. The MNPs were characterized by UV-Vis spectrophotometry and Dynamic Light Scattering (DLS). The nanoparticles were tested at various concentrations for their impact on the C3A/HepG2-induced MASH model. Among the MNPs tested, AvoSE-AuNPs showed the most promise. They reduced cell proliferation and intracellular lipid content more effectively than CeFE-AuNPs and SAL-AgNPs. Molecular analysis using real-time polymerase chain reaction revealed that AvoSE-AuNPs could potentially reverse MASH effects by reducing the expression of key pro-inflammatory and metabolic genes, including tumor necrosis factor-alpha (TNF-α), Fas cell surface death receptor (FAS), Peroxisome proliferator-activated receptor (PPAR)-α, PPAR-γ, and Sterol regulatory element-binding protein (SREBPF)-1. Further research is needed to confirm the molecular mechanisms behind the effects of these MNPs and to identify the specific phytochemicals responsible for their synthesis and bioactivities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gold%20nanoparticles" title="gold nanoparticles">gold nanoparticles</a>, <a href="https://publications.waset.org/abstracts/search?q=green%20nanotechnology" title=" green nanotechnology"> green nanotechnology</a>, <a href="https://publications.waset.org/abstracts/search?q=metal%20nanoparticles" title=" metal nanoparticles"> metal nanoparticles</a>, <a href="https://publications.waset.org/abstracts/search?q=obesity" title=" obesity"> obesity</a> </p> <a href="https://publications.waset.org/abstracts/190338/3d-interactions-in-under-water-acoustic-simulationseffect-of-green-synthesized-metal-nanoparticles-on-gene-expression-in-an-in-vitro-model-of-non-alcoholic-steatohepatitis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/190338.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">25</span> </span> </div> </div> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> 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