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Six from Natural and Agricultural Sciences receive PhDs at December graduations

07 December 2023 | Story Leonie Bolleurs | Photo Charl Devenish

Today, after years of hard work, a group of PhD graduates in the Faculty of Natural and Agricultural Sciences at the University of the Free State (UFS) stepped onto the stage in the Callie Human Centre with a sense of accomplishment and excitement to receive their doctoral degrees. The graduates covered an array of topics in their studies – from the use of virtual reality in health-care education to the well-being of sheep.

Avoiding cybersickness

Dr Bennie Botha, Lecturer in the Department of Computer Science and Informatics, created a framework for use in immersive virtual clinical simulations by virtual reality users (students), software developers, researchers, and educators. According to him, this can help to avoid cybersickness – much the same as motion sickness – a condition that can occur when an individual's perception of motion conflicts with their visual senses.

“The result is a more inclusive immersive virtual reality experience for students who would otherwise not be able to engage with this technology and reap the benefits it can bring to their education,” says Dr Botha, who wants to establish a global footprint and advance the use of all types of virtual reality in an African context.

He submitted his thesis: A framework to prevent or minimise cybersickness during immersive virtual clinical simulation.

Agricultural extensionists of the future

Dr Lindie von Maltitz, Lecturer in the Department of Agricultural Economics, conducted two studies in her research. The first was to determine the crucial skills and competencies that agricultural extensionists need in their modern-day workplace. The second focused on the available undergraduate curricula offered in South Africa, which fail to address these critical skills and competencies. She found a list of skills and professional competencies that are not sufficiently covered in the available curricula, and some are lacking entirely.

In the last chapter of her thesis, Skills and competencies of agricultural extension professionals in South Africa: implications for higher education curricula, Dr Von Maltitz provides recommendations on what to include in curricula at higher education institutions that will equip the agricultural extensionists of the future to excel in their profession and contribute to agricultural development. “I am excited to contribute more to curriculum development, especially in the field of agriculture in general. Farming with my husband for the past 20 years has allowed me to obtain first-hand experience in farming and agri-business. I have walked the road, and I am still walking it. I teach by bringing theory into context with real-life situations that I have personally experienced,” she states.

The well-being of sheep

Society often questions how we treat the animals we eat. Dr Leon Kruger, Lecturer in the Department of Animal Science, delves into this question through his research, titled: The effect of temperament and stress on production and immune response in sheep. His study explores, among others, the impact of short-term stress on production performance in sheep, the effect of stress on immune response post-vaccination, and the relationship between a sheep's temperament and stress.

“The focus is not just on doing what's perceived as best for the animals, but on applying practices that limit stress. We so often hear of marketing slogans such as grass-fed or grain-fed or Karoo lamb. Just imagine how the consumer would appreciate a slogan such as stress-free reared. It is not that far-fetched,” he believes.

Dr Kruger’s future research plans include investigating stressor effects associated with livestock auctions, examining the entire process from loading on the farm to unloading on the new farm. “I also want to compile a species vocabulary, analysing specific sounds that animals make in different situations. I want to describe the sound of an animal and link it to a situation, for example, the sound a ewe makes shortly after she lambs,” he says.

Adapting to climate change

Dr Anathi Makamane, Junior Lecturer in the Department of Sustainable Food Systems and Development, says the realisation that her research findings have spurred a tangible project aimed at increasing the capabilities of extension workers is immensely fulfilling. “Being part of a community dedicated to sustainable agriculture and witnessing the transformative impact of research outputs underscores the profound satisfaction derived from this journey,” she states.

Her thesis, Capacity of extension and advisory services in supporting farmers to adapt to climate change in the Eastern Cape, South Africa, sheds light on the critical role that extension workers play in assisting farmers with climate change adaptation. “My research outputs have translated into a practical project that aims to enhance the capacity of extension workers, ensuring that they possess the requisite skills to support farmers effectively,” explains Dr Makamane.

“Looking forward, my future goals involve the continued pursuit of research that directly contributes to the betterment of agricultural practices. Beyond this, I aim to engage in broader conversations on sustainable agriculture, collaborating with stakeholders to advocate for evidence-based policies that can benefit farmers nationwide,” she adds.

Managing potential environmental risks

With her PhD, Dr Megan Welman Purchase, Scientific Officer in the Department of Geology, explored the stability of iron-cyanide minerals found in the waste material of gold mines, commonly known as gold mine dumps or tailings facilities. The title of her thesis is: An investigation of the iron-cyanide mineralisation in gold mine dumps.

She says the implications of her work are of great significance for society. “Understanding the stability of iron-cyanide minerals helps in assessing and managing potential environmental risks associated with gold mine dumps. Moreover, the revelation that natural microbes can play a role in remediating cyanide contamination suggests a more sustainable and eco-friendly approach to addressing environmental concerns related to mining activities. This has the potential to positively impact both the environment and communities near mining sites,” Dr Welman Purchase explains.

The article has been cited by international authors at least three times since its publication, demonstrating its value to a global audience.

In future steps, Dr Welman Purchase would like to delve deeper into and understand these gold mine tailings facilities. “Additionally, I plan to investigate the specific conditions under which these natural remediation mechanisms are most effective, paving the way for practical and scalable applications in mining and environmental management,” she states, excited to be involved in science that can make a difference.

Improving soil erosion conservation efforts

With her thesis, Dr Marike Stander, Lecturer in the Department of Geography, delved into the intricacies of soil erosion with her research. Concentrating on a catchment in the Eastern Free State renowned for erodible soils, her analysis of sediments unravelled their origins.

Highlighting the far-reaching consequences, Dr Stander says that “soil erosion has detrimental effects on agricultural productivity by degrading arable land quality, but also that sedimentation in water bodies diminishes reservoir storage capacity with a myriad of adverse effects on aquatic environments”. She adds that a profound understanding of soil erosion processes, coupled with identifying and quantifying sediment sources, can pinpoint conservation efforts. “For agricultural land, it means sustaining productivity and food security, and for water resources, it holds value in planning reservoir placement, optimising water storage and ensuring healthy aquatic environments,” she explains.

In line with global initiatives, she adds, “Healthy soils play a pivotal role in achieving many of the United Nations’ sustainable development goals (SDG), since it links to safeguarding terrestrial ecosystems, reversing land degradation, and promoting sustainable agriculture, to name but a few.”

“It is rewarding to contribute to the often-overlooked global environmental issue of soil erosion. The potential to make even a slight impact on the environment and society is meaningful and fulfilling,” she says.

News Archive

Questions about racial integration in residences answered

2007-07-31

Answers to frequently asked questions about the racial integration of student residences at the UFS

1. Why does the UFS want to change the current situation in the student residences?

There are many reasons why a new approach to placement in the student residences is necessary. However, the main reason is of an educational nature. As a university, the UFS should create an environment in its residences where students can learn to appreciate and respect the rich diversity that is on offer at the university. A university accommodates students from many different backgrounds in terms of race, language, religion, economic status, culture and other aspects. If a student can learn to appreciate the value in this rich diversity at university, he or she will also be able to appreciate the value of this diversity in the workplace and broader society.

The current situation of predominantly white and predominantly black residences has not been able to cultivate such an appreciation for diversity and respect for one another as human beings, and will not equip students with the knowledge and skills required to manage diversity.

Besides this, there are many other areas of life in the residences that need attention. For one, we need to urgently establish a human rights culture in the residences so that the rights of all students can be respected. We need to address the abuse of alcohol, provide disabled students with their rightful place, and last but not least, really entrench a culture of learning in student residences.

Let us make the residences places we can be proud of – places of learning, of diversity, of respect; places of growth and development. This is the ideal we should all strive to achieve.

2. Why does the management want to force us to integrate?

It is a false argument to debate the issue in terms of “force”. Any decision by a University, or any other organisation, regarding matters of policy, rules and regulations implies a restriction on the choice of an individual and an obligation to comply. What we should focus on is whether this decision of the Council is in the best interests of our students.

The management of the university believes that it has a responsibility to give students the best education possible, not only in terms of what you learn in the lecture rooms, but especially in the residences as well. The residences can be very powerful places of learning about matters of great importance, both academic and non-academic.

The parallel-medium language policy separates students into largely white/Afrikaans and black/English classes. Efforts are being made to bridge this divide in the classroom, but we can also try to eliminate it in the residences.

The university is committed to building a new culture for the entire institution that is based on values and principles – such as an academic culture, non-racialism, respect for human rights and diversity – among staff and students.

In the context of student residences, the application of these values and principles still allows substantial room for the voluntary exercising of choice by individuals as well as by Residence Committees, notably with regard to the placement of students (they can still place 50 percent of first-year students), as well as the determination of the future character and traditions of a diverse residence.

Furthermore, students can still choose their residences (subject to availability of places), can choose a roommate, and so forth.

3. What about freedom of association?

The rights we enjoy in a democracy must be balanced against other rights, as well as the laws of the country. This means that the right to freedom of association must be balanced against laws that make it illegal to discriminate against other people on the basis of race, language or religion, for instance.

Freedom of association pertains to the right of individuals to form voluntary organisations such as clubs or private boarding houses, or their right to join or not join existing organisations. You exercise that right when you decide to become a student of the UFS, and again when you choose to live in one of its residences.

However, once you have decided to join an organisation voluntarily, you cannot subsequently demand that that organisation should provide a “club” or residence to your liking where, for instance, you only associate with your choice of co-members. You must accept the policies of that organisation.

In any case, how would that right of yours be balanced against the right of another individual who wishes to associate with a different set of co-members? (For instance – what about the freedom of a student to associate with students NOT from his own background, but indeed from another language, cultural, racial or economic background?)

The constitutional right to freedom of association can, in any case, not be used to exclude or discriminate on the basis of race or religion (Section 18 of the Bill of Rights).

Besides, the new policy guidelines will still make provision for freedom of association. This right can be exercised freely within a diverse residence with regard to friendships, joint academic work, socialising, sport, etc.

4. Will residences not lose their traditions?

The University appreciates that there are many valuable elements of tradition in residences. However, we must bear in mind that the traditions and character of student residences have evolved and changed over time, and they will continue to evolve and to change. In addition, we do not need to accept all aspects of residence life purely on the basis of tradition, including the unacceptably high level of alcohol abuse and unsavoury, humiliating and discriminatory orientation practices. The new approach to integrated residences provides the opportunity to retain the positive aspects of the current traditions and character, but also to develop new traditions and give residences a new character.

We can now establish a tradition and a character for each residence that are reconcilable with the values of the University as a place of scholarship and are aligned with the human rights approach of our country’s Constitution, the laws of our country and the strengths and diversity of the students in a particular residence.

5. Have students been involved in this process? Is there a role for them to play after the decision has been taken by the Council of the UFS?

In the first semester of 2007, during two rounds of consultations, the primes, SRC and student organisations were consulted about the proposed new placement policy to increase diversity in residences. Some residences also made written submissions on the matter (such as Madelief, Soetdoring, Wag-'n-bietjie, Vergeet-my-nie, Emily Hobhouse). Other residences requested and were granted more time, but did not make any submissions in the end (such as Reitz and Armentum).

Management also had several meetings with the above-mentioned structures to hear first-hand from students their concerns and solutions regarding possible challenges presented by integration in residences.

During these interactions, several excellent ideas and proposals were put forward by students. These views had a definite impact on the eventual proposal that was taken to the University Council, in particular regarding the minimum level of diversity (30%) in junior residences and the fact that residences still want to have a say in the placement of students, rather than the placement decision being left in the hands of Management alone (hence the 50% placement portion of residences). Management values the effort that was put into the process by the primes and residence committees, and thanks them for their contributions.

However, it should be stressed that consultation should not be understood as a process of negotiation, nor does it imply that consensus must be reached. What it means is that Management must take a considered decision after hearing the views of stakeholders.

Management would like students to continue to provide input and ideas regarding the implementation details of the policy guidelines. Task teams have been established and students will be informed about how they can interact with the task teams on an ongoing basis.

6. But integration in the residences was tried in the past (in the late 1990s), and then it failed. Why will it work now?

Yes, the University of the Free State did integrate its residences as far back as 1993, and for a few years it worked. The UFS did it at that time and is now doing so again, because it is the right thing to do. Yet it is important to understand why the previous attempt at racial integration in residences was not successful.

Firstly, both black and white students were much polarised because of the apartheid past. Secondly, there was insufficient management support for students in the residences, the student leaders generally as well as residence heads, in terms of dealing with diversity and related issues. Thirdly, the institutional culture of the UFS and the residences in particular was not addressed as part of broader transformation and integration in residences, whereas it is now being addressed.

In addition, the current decision to integrate residences has the benefit of being implemented after several more years of integration in schooling, sport, workplaces and other aspects of life.

This decision is also based on Management’s commitment to give all the possible support it can to this process.

This is a very important initiative that the UFS is undertaking. Management, in co-operation with students, must ensure that it succeeds. Integrated residences that produce high-quality graduates equipped to deal with the challenges of the workplace and our society is a worthwhile ideal we should all strive to achieve.

If you would like to make a proposal regarding the implementation and practical aspects of the new policy, please send it to the following email address: rector@ufs.ac.za

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