Showing items 21 - 40 of 2990

Strategies to optimize quality of nursing care of patients in public hospitals in the Bono Region, Ghana

  • Authors: Atinga Ba-Etilayoo
  • Date: 2024-12
  • Subjects: Nursing -- Ghana , Nurse and patient , Communication in nursing
  • Language: English
  • Type: Doctoral theses , text
  • Identifier: http://hdl.handle.net/10948/69749 , vital:78016
  • Description: The quality of nursing care delivery is closely tied to positive patient outcomes and satisfaction. However, in Ghana's public hospitals, particularly in the Bono region, the standard of nursing care often falls short. Media reports have highlighted instances of poor nursing care, leading to increased patient morbidity and mortality in this area. Consequently, this study aimed to develop strategies that could be implemented by stakeholders to optimize the quality of nursing care for patients in public hospitals within the Sunyani municipality in the Bono region of Ghana. The Donabedian model of quality was the theoretical framework that underpinned this study. A qualitative, explorative, descriptive and contextual research design was employed. The study was conducted in four phases: Phase One: This empirical phase explored and described participants' perceptions of nursing care quality in Bono region's public hospitals. Data were collected through semi-structured interviews including purposively selected patient participants (n=18), professional nurses (n=18) and nurse managers (n=3) and analysed qualitatively following Creswell and Tesch’s (2021) six-step process. From this analysis, three main themes related to perceptions emerged-facilitators of, barriers to and outcomes of quality nursing care—and were thoroughly discussed. Phase Two: An integrative literature review was conducted to search, select, appraise, extract, and synthesise existing relevant literature on quality nursing care in public hospitals of lower to middle-income countries (LMICs). This review followed four stages recommended by Whittemore and Knafl (2005). The identified literature was critically appraised using the John Hopkins Nursing Evidence and Non-Research Evidence appraisal tools. The appraised literature was analysed, yielding nine strategies for optimizing the quality of nursing care in public hospitals from 12 articles under two themes: “Daily nursing care-related strategies” and “Organizational related strategies”. Phase Three: The findings from Phases One and Two were synthesised to develop a conceptual framework for strategies to optimize quality nursing care in Bono region's public hospitals. This framework was based on Dickoff et al.’s (1968) theory development outline. The resulting framework guided the drafting of the (I-CARE) strategies, an acronym for Implementing ABSTRACT v organizational strategies, Commitment to attributes and practices, Augmenting outcomes, Rendering holistic and patient-centered care, and Enhancing resources and support for quality nursing care. Phase Four: The I-CARE strategies were reviewed and validated by four experts with extensive backgrounds in strategy development and quality nursing care. The experts' modifications and recommendations were incorporated in finalizing the strategies. The strategies, when implemented, are expected to enhance the optimization of nursing care quality in Bono region's public hospitals, ultimately leading to better patient outcomes and satisfaction. , Thesis (PhD) -- Faculty of Health Sciences, School of Clinical Care & Medicinal Sciences, 2024
  • Full Text:
  • Date Issued: 2024-12

A conspiracy of silence: the authorial potential of full masks in performer training, dramaturgy and audience perception in South African visual theatre

  • Authors: Murray, Robert Ian
  • Date: 2024-10-11
  • Subjects: Liezl de Kock , People with disabilities and the performing arts , Experimental theater South Africa , Actors Training of , Theater for deaf people South Africa
  • Language: English
  • Type: Academic theses , Doctoral theses , text
  • Identifier: http://hdl.handle.net/10962/467083 , vital:76813 , DOI https://doi.org/10.21504/10962/467083
  • Description: Silent Mask Theatre in South Africa has the potential to cut across linguistic divides and deliver a product that offers an intimate, unique experience for the audience as well as the actor. South Africa not only has a complicated history, but also 11 languages (12 if one counts South African Sign Language – SASL -, which still holds a curious position of being counted official or not), and the one that theatre-makers choose to present in gives a certain “authority” to the production. Silent masks remove the need for linguistic understanding, something necessary for more abstract thought, and focusses instead on the emotional relevance and interplay between characters. In doing so, it proves an important way to create relevance for an audience, creating a delicate dance between the Mask (character and thereby text), how the actor plays it, and then the closing of meaning through the audience experience. Thus, is created a trialogue between these elements that gives the production the opportunity to speak to the hearts and minds of the audience. Globally, the study of silent character masks is still relatively new, with proponents of it only coming to the fore in the past few years (Wilsher, 2007). Mask Theatre has grown exponentially in the UK and Europe with companies like Vamos Theatre, exploring PTSD in works like A Brave Face (2018) or death in Dead Good (2021), and Familie Flöz either on the more whimsical side like Hotel Paradiso (2011) or the more hard-hitting Infinito (2006), gaining popularity and exposure. In South Africa, there is strangely not an indigenous tradition of masks, as opposed to other parts of Africa. This is fascinating, and probably points towards a more “oral tradition” of South Africa/Africa. However, the author aims to point out the ways that the silent mask entered South African consciousness at a time where more attention was being paid to “performing objects” (Proschan, 1985), and particularly in Cape Town with the advent of the Out the Box Festival. This thesis aims to contextualise Visual Theatre and Mask Theatre in a South African context, seeing within it a movement towards a more global perspective of puppetry, material performances, and performing objects. Although “ghettoised” for a long time (Taylor, 2004), performing objects emerged and became a leading case for the primal “text” of a performance. Handspring Puppet Company, Janni Younge, and the author’s company, FTH:K, became primary grounds of contestation against more conventional, text-based theatre. Starting with a reflective account of the author’s journey towards masks, the thesis branches out into a reflection on its author’s pedagogical praxis, and how silent masks work, before critically reflecting on and analysing his key works, such as Pictures of You (2008-2013), which deals with home invasions and grief, and Benchmarks (2011), which deals with the wave of xenophobia that hit South Africa around that time. . This were built from the ground up, working with current issues both in the author’s, and the country’s, mileau. In the last two decades, performing object work in South Africa has begun to flourish. This is the first thesis to investigate mask work in the country during this period. Its possibilities for Screen and Stage Acting are still being explored. , Thesis (PhD) -- Faculty of Humanities, Drama, 2024
  • Full Text:
  • Date Issued: 2024-10-11

Activist radio and the struggle to empower audiences: a case study of the Zimbabwean history

  • Authors: Chaunza, Garikai
  • Date: 2024-10-11
  • Subjects: Activism Zimbabwe , Radio broadcasting Political aspects Zimbabwe , Authoritarianism Zimbabwe , Democracy Zimbabwe , Zimbabwe Social conditions , Zimbabwe Politics and government
  • Language: English
  • Type: Academic theses , Doctoral theses , text
  • Identifier: http://hdl.handle.net/10962/466907 , vital:76797 , DOI https://doi.org/10.21504/10962/466907
  • Description: This study is grounded in my 18-year career in journalism in Zimbabwe. This journey began in January 2006 at the Zimbabwe Broadcasting Corporation (ZBC), where I started as a news reporter. In June 2008, I left ZBC and transitioned to freelance roles, including work at Radio Voice of the People (VOP), which broadcasted from South Africa using Radio Netherlands' transmitters in Madagascar. Simultaneously, I corresponded for The Zimbabwean Newspaper, edited in the UK, printed in Johannesburg, South Africa, and distributed to Zimbabwe, Radio Netherlands, Free Speech Radio News (USA), KPFA Pacifica Foundation Radio (USA), and DW (German). More recently, my work has expanded into the digital domain, contributing to New Zimbabwe, an online newspaper for the Zimbabwean diaspora in the UK, before transitioning to Community Radio Harare. Throughout my 18-year career as a media practitioner and journalist in Zimbabwe, I faced constant state-sanctioned interference, and even physical violence, while executing my responsibilities. Initially, at the Zimbabwe Broadcasting Corporation (ZBC), several colleagues and I, including our news editor, were politically victimised and ultimately fired for covering opposition political players and human rights activists. Later, when I was operating outside state-established media outlets, I experienced a series of threats, intimidation, arrests and detentions by state security. This was also true during my six-year tenure as the chairperson of the Media Institute of Southern Africa's Harare advocacy committee. This experience underscored the importance of studying the history of media activism in this country, focusing on the role that activists have played sustaining the alternative media despite intimidation by the state. I am convinced of the importance documenting their experiences, capturing their contribution to the creation of alternative communication platforms for marginalised audiences. In exploring the literature I discovered that the traditions of activist media, in which I have been involved myself, are rooted in a much older history that can be traced back to pre-independent Zimbabwe. At that time, colonial authorities also restricted media freedoms and employed violence against pro-democracy activities, referred to as nationalists. I decided, for the purpose of this study, to delve into this pre-history of media activism in Zimbabwe, focusing on radio in particular. I wished to gain insight into the way media activists have, over time, sustained their involvement in the traditions of radio practice that can empower marginalised communities. I was conscious that the continued survival of activist radio in this country has often been arduous, with activists facing harassment, arrests, and detentions by authoritarian administrations resisting the opening up of democratic spaces. I wished to trace this history of resistance from its origins in the mid-twentieth century to the time of my own involvement in such radio in the 21st century. In particular, I hoped to identify shared normative foundations as well as shared practices for the implementation of these ideals. Chapter One of the study explores the history of activist radio from the mid-20th century to the present, identifying five distinct phases in Zimbabwe's socio-political history and illustrating how each phase shaped the media landscape. Building on this, Chapter Two establishes a theoretical framework underpinning the values and principles driving media activists to create people-oriented radio projects to empower marginalized communities. Chapter Three delves into the documented history of activist radio within the broader context of media activism in Zimbabwe, engaging with each of the five key moments detailed in Chapter One. Chapter Four outlines the research plan for the empirical fieldwork and discusses its implementation. In Chapter Five, I present interviews with radio activists from the 1970s' nationalist radio and those involved in the pirate radio tradition that re-emerged at the turn of the millennium, sharing their practical experiences. Chapter Six focuses on interviews with community radio advocates, detailing their involvement in radio activism during the first decade of the millennium. Finally, Chapter Seven examines the activities of community radio practitioners, exploring their experiences with unlicensed radio projects and highlighting their creative endeavours. , Thesis (PhD) -- Faculty of Humanities, Journalism and Media Studies, 2024
  • Full Text:
  • Date Issued: 2024-10-11

An exploratory study of the benefits of reading clubs for learners in English First Additional Language classrooms

  • Authors: Mbebe, Xolela Desmond
  • Date: 2024-10-11
  • Subjects: English language Study and teaching (Secondary) South Africa , Second language acquisition , Group reading , Reading comprehension , Exploratory research
  • Language: English
  • Type: Academic theses , Master's theses , text
  • Identifier: http://hdl.handle.net/10962/463724 , vital:76435
  • Description: The study explored how reading clubs inculcate the love of reading in Komani, Eastern Cape Province, South Africa. Reports indicate that learners at secondary schools do not understand the vocabulary used in comprehension passages. They need exposure to a variety of texts to promote reading comprehension. This study is situated in the interpretive paradigm. The participants were three educators with 24 learners in the reading clubs. Vygotsky’s Socio-Cultural Theory was the theoretical framework to explore how reading clubs promote the love of reading. Data was analysed by using an inductive, thematic approach. The findings indicate that the reading clubs instilled the love of reading among the learners, improving their comprehension skills. The other benefits were that reading clubs are a source of pleasure, instil the culture of reading, and develop the learners’ confidence. The implications of the findings of the study are that reading boosted thinking, reading skills, fluency, knowledge, writing, and vocabulary use. Reading clubs were beneficial to both teachers and learners. Teachers improved their practice and could determine, through oral and written reviews, whether reading took place during the silent reading sessions. Involvement in reading clubs had social benefits for learners. , Thesis (MEd) -- Faculty of Education, Institute for the Study of Englishes of Africa, 2024
  • Full Text:
  • Date Issued: 2024-10-11

Becoming a [COVID] student?: assessing the impact of COVID-19 on first-year students’ experiences of higher education in the Eastern Cape, South Africa

  • Authors: Nebbe, Kelsey Ann
  • Date: 2024-10-11
  • Subjects: Rite of passage , COVID-19 Pandemic, 2020-2023 Influence , College freshmen South Africa Eastern Cape , Liminality , Communitas
  • Language: English
  • Type: Academic theses , Master's theses , text
  • Identifier: http://hdl.handle.net/10962/466295 , vital:76715
  • Description: In 2020, the COVID-19 pandemic disrupted South African higher education which forced the shift to emergency distance learning to save the academic years of 2020-2022. The repercussions of this are still emerging, but current literature focuses on understanding the impact of first-year students is focused on the impact of academics caused by the emergency shift to online, the “double transition” as Nyar (2021) termed the adjustment to university and then again to the online emergency academics. There is also a niche for holistic research to be done regarding the student experience - pandemic times and elsewise. My thesis focuses on the journey of studenthood of three cohorts at a residential university in the Eastern Cape, South Africa, through the COVID-19 pandemic of 2020-2022. This research utilises ethnographic iterative mixed methods (questionnaire, interviews, focus groups and participant observation) and the theoretical lens of Rites of Passage to understand my research participant’s experiences. My findings are that due to the circumstances of an incomplete student experience of just online academics provided an continuous liminal period for first-year students of 2020-2021, with little to no opportunity for them to develop a connection to the university community. The opportunity for them to holistically become students arises at the end of the pandemic in 2022, with the restrictions lifting and the return to on-campus and in-person academic activities allowing them to have a first-year experienced that COVID-19 prohibited. , Thesis (MSocSci) -- Faculty of Humanities, Anthropology, 2024
  • Full Text:
  • Date Issued: 2024-10-11

Carnivory submerged: aspects of the ecology and ecophysiology of the aquatic Utricularia stellaris L. fil. (Lentibulariaceae) in South Africa

  • Authors: Marais, Alice-Jane
  • Date: 2024-10-11
  • Subjects: Submerged aquatic vegetation , Bladderworts South Africa , Carnivorous plants , Bladderworts Ecology , Bladderworts Ecophysiology , Plant-microbe relationships
  • Language: English
  • Type: Academic theses , Master's theses , text
  • Identifier: http://hdl.handle.net/10962/464473 , vital:76514
  • Description: The trapping structures produced by aquatic species of Utricularia have traditionally been interpreted to function as adaptations to capture and break down zooplankton prey, as in other carnivorous plants, to overcome nutrient limitations. However, an increasing number of studies have found that these plants may also rely on benefits derived from living mutualistic microbial communities contained within traps. This study documents aspects of the environmental, growth and physiological characteristics of U. stellaris to inform and to form a basis for future investigation into the plant-microbe interaction. The environmental conditions in which U. stellaris grows were documented to identify potential adverse conditions plants are subject to in situ, from which nutrient limitation was identified as a primary limitation. Plant growth and trapping structures were then assessed to identify possible adaptations of plants to overcome these limitations. The production of trapping structures likely constitutes an adaptive trait, with 30% of total biomass per node allocated to the production of these structures. Based on their capture function, traps may aid plants based on their contents, possibly supplementing plants with nutrients. Although assessments of the habitats of U. stellaris indicate that dissolved CO₂ concentrations in the ambient water are high, CO₂ may still be limiting to the photosynthetic rates of these plants due to viscous water resisting the diffusion of CO₂. The primary site of photosynthesis in U. stellaris is leaves and trap tissue’s contribution to photosynthetic output is negligible. U. stellaris plants are subject to CO₂ limitations in natural pond conditions, making the substantial allocation of resources to non-photosynthetic trapping tissue even more costly. Therefore, benefits gained from trapping structures are likely to be derived from trap contents; having ruled out the possibility that the trap tissue itself is photosynthetic. Trap contents of U. stellaris were assessed. The proportion of traps containing living microbial communities greatly exceeded the proportion containing zooplankton prey. In addition, these communities were found to be diverse, stable, and self-sustaining. These results suggest that trapping structures may be beneficial for both the carnivorous capture of prey and the housing of living microbial communities. These results indicate the plantmicrobe interaction in U. stellaris warrants further study. , Thesis (MSc) -- Faculty of Science, Botany, 2024
  • Full Text:
  • Date Issued: 2024-10-11

Eastern Cape jazz heritage: the jazz tradition and veteran musicians of East London and Zwelitsha

  • Authors: Giyose, Thandikile Qhawekazi
  • Date: 2024-10-11
  • Subjects: Jazz musicians South Africa Eastern Cape , Jazz South Africa Eastern Cape , International Library of African Music , Popular-music archives , Collective memory in music , South African jazz
  • Language: English
  • Type: Academic theses , Master's theses , text
  • Identifier: http://hdl.handle.net/10962/465964 , vital:76672
  • Description: This thesis explores the memories of musicians and music collectors as evident in the performance of traditional jazz songs in East London and Zwelitsha. I ask, how may research on musicians and their songs develop new knowledge about the aesthetics of jazz in the Eastern Cape and contribute to transforming notions of memories and archives? I argue that these songs are repositories of collective memory about the musical pasts of Eastern Cape modernity. We commemorate cities such as Johannesburg and Cape Town for nurturing South African jazz but what is known of the jazz musicians who remained in the country, and those musicians whose musicality was nurtured in the Eastern Cape? Where are the stories of their musical journeys and compositions located? How did these musicians contribute to the development of a form of South African jazz, which now represents and forms a large part of our heritage and our various identities as musicians, fans and performers in South Africa? In-depth and semi-structured interviews were conducted with veteran jazz musicians, jazz music collectors and members of the younger generation of jazz musicians who are originally from or reside in East London and Zwelitsha, Eastern Cape. The research follows a qualitative methodology, using an exploratory case study with a focused ethnographic approach, to understand how these musicians’ songs have retained memories of their lived experiences. The research is derived from oral histories of musicians to understand how the songs survive in the collective memory of musicians and their fans, contributing to the preservation of Eastern Cape’s jazz heritage. , Thesis (MA) -- Faculty of Humanities, Music and Musicology, 2024
  • Full Text:
  • Date Issued: 2024-10-11

Exploring a new model for science engagement through documentary video production

  • Authors: Mchunu, Nontokozo Philile
  • Date: 2024-10-11
  • Subjects: Science journalism , Communication in science , Citizen journalism , Public awareness of science , Mediation (Statistics) , Documentary films
  • Language: English
  • Type: Academic theses , Master's theses , text
  • Identifier: http://hdl.handle.net/10962/465897 , vital:76666
  • Description: This study presents a model for science engagement that incorporates journalistic approaches. This model emerges from a project that aimed to create engagement and communication around a genetically modified sugar cane variety, developed by the South African Sugarcane Research Institute (SASRI). In this project, we engaged with small scale growers in the North and South Coast region of KwaZulu-Natal. This study’s methodology is based in action research and an iterative approach to science communication and engagement. It draws and reflects on an action research cycle captured through video documentary as a way to effectively and thoroughly collect, analyse and interpret data and produce through the case study. Based on this action research process a model for science engagement is proposed and reflected on and interrogated by scientists and science communicators through a focus group engagement (see model here as part of this thesis): https://drive.google.com/file/d/14UD1qd4fPcqIZrkESq5v2wgJ1Y2Q7hON/view?usp=sharing. I reflect, using video, on this model and how it incorporates principles and techniques for public engagement drawn from different approaches to journalism and communication studies, I argue that science engagement can benefit from drawing from journalistic approaches to public engagement such as those emerging from development communication, public journalism and development journalism. The submission of this thesis includes various other videos as part of the overall thesis. , Thesis (MA) -- Faculty of Humanities, Journalism and Media Studies, 2024
  • Full Text:
  • Date Issued: 2024-10-11

Exploring how visual models can be used in teaching mathematics for growing a productive disposition in Grade 9 learners

  • Authors: Shetunyenga, Fillipus Shetunyenga
  • Date: 2024-10-11
  • Subjects: Visual learning , Mathematics Study and teaching (Secondary) Namibia , High school students Attitudes , Visualization , Constructivism (Education)
  • Language: English
  • Type: Academic theses , Master's theses , text
  • Identifier: http://hdl.handle.net/10962/463625 , vital:76426
  • Description: The Namibian Curriculum for Basic Education states clearly that Indigenous Knowledge (IK) should be integrated into science teaching. However, the irony is that it does not give clear pedagogical guidelines on how it should be integrated. The implication is that the curriculum assumes that all teachers are aware of how to integrate IK into their teaching. This assumption has therefore led to little or no integration of IK in many classrooms in Namibia, something which could be in part a contributing factor to poor learners’ academic performance in science subjects and Agricultural Science in particular. This tension in the curriculum plus the apparent gap in the literature regarding the integration of IK has triggered my interest to conduct this interventionist qualitative case study. Essentially, this study aimed to explore affordances and/or hindrances when using the indigenous technology of organic crop farming to mediate learning in Grade 12 Agricultural Science classes in peri-urban schools in the Oshana region in Namibia. The study was underpinned by the interpretivist and Ubuntu paradigms. Vygotsky’s (1978) socio-cultural theory and Shulman’s (1986) pedagogical content knowledge (PCK) framework were used as lenses to analyse my data. Within PCK, I also used Mavhunga and Rollnick’s (2013) Topic-Specific PCK as an analytical framework. The findings of the study revealed that the integration of Indigenous knowledge in Agricultural Science education has great potential in improving both the teaching and learnng of science. It also revealed that the Agricultural Science teachers were positive towards the integration of IK in their lessons. However, they conceded that they lacked pedagogical insights on how to integrate IK as they were never trained on how to integrate it. As a result, they found the presentations by the Indigenous Knowledge Custodians (IKCs) informative and shed light on how they could integrate IK during teaching and learning. That is, they became cultural knowledge brokers making science relevant and accessible to their learners. The study thus recommends that teacher training institutions should modify the curriculum to include a pedagogy course module on IK to equip students with the essential PCK on IK integration in science teaching. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
  • Full Text:
  • Date Issued: 2024-10-11

Investigating the relationship between Adverse Childhood Experiences (ACE) and attention skills in children living with HIV

  • Authors: Ngomane, Sibongile
  • Date: 2024-10-11
  • Subjects: Adverse childhood experiences , Attention in children , HIV-positive children , Cognition disorders in children , Cognitive effects of HIV
  • Language: English
  • Type: Academic theses , Master's theses , text
  • Identifier: http://hdl.handle.net/10962/465821 , vital:76656
  • Description: Background: While persons living with HIV (PWH) have benefited from significant advances in antiretroviral (ARV) treatment, neurocognitive deficits sequent HIV, remain elevated in this population. Notwithstanding HIV, adverse childhood experiences (ACEs) have been implicated in compromised neurocognitive outcomes in children living with HIV. There however, continues to be a dearth of research, investigating the intertwined nature of HIV, ACEs, and neurocognition in pediatric and adolescent HIV. Objectives: This study investigated the relationship between ACEs (High vs Low) and attention outcomes, in children and adolescents, living with HIV, a residing at HIV care shelters in South Africa. Methods: A non-experimental quantitative research design, inclusive of 42 participants (n = 22 males; n = 20 females), was employed to answer the research questions pertinent to the study. Measures of neurocognition were assessed using the NEPSY-II. Adverse childhood experiences were assessed using the ACE CYW-Qs. Independent Sample t-test and Hierarchical regression analysis were conducted to answer research goals, using jamovi 2.3.21 statistical software. Results: The study found that participants who reported a high number of ACEs also performed poorly on attention measures. There were inconclusive findings on the effect of biological sex and age, on attention outcomes. Conclusion: Higher levels of childhood adversities are associated with poorer outcomes in attention scores among children living with HIV. , Thesis (MA) -- Faculty of Humanities, Psychology, 2024
  • Full Text:
  • Date Issued: 2024-10-11

No way to escape: a crime fiction

  • Authors: Dzanibe, Nkosivumile
  • Date: 2024-10-11
  • Subjects: Creative writing (Higher education) South Africa , South African fiction (English) 21st century , Short stories, South African (English) 21st century , Crime fiction , Crime in literature
  • Language: English
  • Type: Academic theses , Master's theses , text
  • Identifier: http://hdl.handle.net/10962/465923 , vital:76668
  • Description: This study presents a model for science engagement that incorporates journalistic approaches. This model emerges from a project that aimed to create engagement and communication around a genetically modified sugar cane variety, developed by the South African Sugarcane Research Institute (SASRI). In this project, we engaged with small scale growers in the North and South Coast region of KwaZulu-Natal. This study’s methodology is based in action research and an iterative approach to science communication and engagement. It draws and reflects on an action research cycle captured through video documentary as a way to effectively and thoroughly collect, analyse and interpret data and produce through the case study. Based on this action research process a model for science engagement is proposed and reflected on and interrogated by scientists and science communicators through a focus group engagement (see model here as part of this thesis): https://drive.google.com/file/d/14UD1qd4fPcqIZrkESq5v2wgJ1Y2Q7hON/view?usp=sharing. I reflect, using video, on this model and how it incorporates principles and techniques for public engagement drawn from different approaches to journalism and communication studies, I argue that science engagement can benefit from drawing from journalistic approaches to public engagement such as those emerging from development communication, public journalism and development journalism. The submission of this thesis includes various other videos as part of the overall thesis. , Thesis (MA) -- Faculty of Humanities, Languages and Literatures, 2024
  • Full Text:
  • Date Issued: 2024-10-11

Perceptions, knowledge, and attitudes towards employee wellness programmes among private high school educators in South Africa

  • Authors: Moroane, Motheo
  • Date: 2024-10-11
  • Subjects: Employee health promotion , Employees Health and hygiene , Private schools South Africa , Educators South Africa Attitudes , Well-being
  • Language: English
  • Type: Academic theses , Master's theses , text
  • Identifier: http://hdl.handle.net/10962/464765 , vital:76543
  • Description: Organisations can perform more effectively if their employees' health and wellbeing are optimal and considered a priority. Evidence suggests that employee wellness programmes (EWP) increase employee and overall organisational health, effectiveness, and performance. The World Competitive Report has ranked South Africa poorly regarding Human Resource Management and Development. The South African education system accommodates more than 12,3 million high school learners, 2 938 primary and secondary schools and only 37 500 educators. The South African Department of Education has implemented several initiatives to improve education and the wellbeing of South African educators. However, research investigating the work-related health and wellbeing of educators indicates that burnout, job dissatisfaction, depression, anxiety, and infections, including HIV and AIDS, TB, and Malaria, are prominent among educators. The objectives of this research were to explore whether age, sex, education, and years employed as an educator will significantly impact South African private high school educators' (i) perceptions, (ii) knowledge and (iii) attitudes toward employee wellness programmes, and to (iv) using the answers from a questionnaire; to propose a normative holistic employee wellness programme for private high school educators in South Africa. To fulfil these objectives a mixed-methods study approach was adopted. The study used a once-off, specifically designed questionnaire that explored EWP perceptions, knowledge, and attitudes among South African private high school educators. The results of the questionnaire indicated that firstly, the highest education obtained significantly influenced how educators rated their knowledge of employee wellness programmes. Specifically, the higher the level of education/more educated educators were, the better employees rated their knowledge of wellness programmes. Secondly, gender emerged as a significant factor. Female educators were more inclined to better rate their perception and knowledge regarding whether the workplace could provide valuable source of information on employee health and wellbeing. In other words, female educators rated their knowledge and perceived the workplace as a potentially valuable source of information on employee wellness programmes, than men did. Thirdly, educators with more than ten years of experience were more likely to participate in employee wellness programmes. Lastly, younger employees (younger than the age of 41 years) had the attitude that stigmas may prevent employees from participating in employee wellness programmes and seeking counselling, testing and treatment. Based on these findings, a tailored holistic EWP model was developed to address the specific needs of private high school educators, aiming to enhance their overall wellbeing. In conclusion, this dissertation emphasized the importance of EWP in improving the health and performance of educators in South Africa’s private high schools. Importantly, this study identified unique challenges faced by these educators and highlighted the need for tailored wellness initiatives. Lastly, this study emphasizes the importance of addressing educator wellbeing to enhance the overall educational environment in South Africa. , Thesis (MSc) -- Faculty of Science, Human Kinetics and Ergonomics, 2024
  • Full Text:
  • Date Issued: 2024-10-11

Platform food delivery: a study on the labour process and emotional labour experienced by gig workers in the Eastern Cape food delivery sector

  • Authors: Mutshewa, Taboka Botsang
  • Date: 2024-10-11
  • Subjects: Food delivery services South Africa Makhanda , Gig worker , Gig economy , Labor process theory , Emotional labor
  • Language: English
  • Type: Academic theses , Master's theses , text
  • Identifier: http://hdl.handle.net/10962/466221 , vital:76708
  • Description: As central to the gig economy, digital platforms are transforming the character of the modern economy. South Africa has seen the increased use of technology and the integration of technological changes into the labour market and labour process, including via digital platforms. The gig economy has entered a range of economic sectors in South Africa and elsewhere, including the service sector. Examples of digital platforms in this specific sector include Uber and Bolt for transportation, Sweep South for domestic help, and Mr D Food for food delivery. Undoubtedly, by inhibiting and sanctioning movements globally and locally, the COVID-19 pandemic contributed to the expansion of the gig economy in the service sector, as it restricted walk-in customers. The digital platform mediates the relationship between service sector workers and their clients and between workers and the companies operating the platforms. In this way, these technological platforms act as an ‘extra hand’ by, for example, hiring delivery workers in the first instance and then facilitating the delivery of products to customers. This thesis examines the food delivery sector in the gig economy in the Eastern Cape Province of South Africa. The digital platforms in the food sector allow consumers to place food orders at a restaurant of choice and deliver them to their doorstep in less than an hour, ensuring convenience, reliability and efficiency for restaurants and customers. However, understanding the gig economy involves identifying and unpacking the experiences and perspectives of the gig workers. In doing so, this thesis examines food delivery workers labouring for two different companies (Uber East and Mr D Foods) in two sites (Makhanda and Gqeberha). The main aim is to analyse how the digital platforms restructure the labour process in the gig economy and the emotional labour enacted by the delivery workers. The thesis draws upon labour process and emotional labour theory to pursue this primary aim. Research findings highlight a high level of precariousness and stress amongst food delivery workers as they work under algorithmic systems of labour control marked by surveillance and are constantly required to perform emotionally to maximise income. , Thesis (MSocSci) -- Faculty of Humanities, Sociology, 2024
  • Full Text:
  • Date Issued: 2024-10-11

Promoting Grade 9 mathematics teachers’ TPACK development through planning algebra lessons that integrate technology in Oshakati education circuit

  • Authors: Angula, Mechtilde
  • Date: 2024-10-11
  • Subjects: Algebra Study and teaching (Secondary) Namibia Oshakati , Technological Pedagogical Content Knowledge , Educational technology , Education Social aspects Namibia , Culturally relevant pedagogy Namibia
  • Language: English
  • Type: Academic theses , Master's theses , text
  • Identifier: http://hdl.handle.net/10962/463669 , vital:76430
  • Description: The revised curriculum in Namibia highlights the integration of digital tools to help learners understand mathematics better. For this purpose, teachers need to possess Technological Pedagogical Content Knowledge (TPACK) to utilize technology effectively. However, using technology by itself does not guarantee better learning rather, it requires an understanding of how to integrate technology in teaching mathematics. Therefore, this case study explored Grade 9 mathematics teachers’ TPACK development through planning algebra lessons that integrate technology. An interpretive paradigm, supported by a pragmatic paradigm, underpins the study, and a qualitative case study approach was employed. The study purposively engaged ten Grade 9 mathematics teachers from four schools in Namibia. Demographic questionnaires, Semi-structured interviews, Reflective journals, notes from discussions, focus group interviews and document analysis were used to gain teachers’ insights on TPACK development. The study was guided by two educational theories: Bernstein's Sociology of Education (1971) and Bloom's Taxonomy of the Cognitive Domain (1956). Also, Mishra and Koehler’s TPACK framework (2009) was used to analyze the data. The findings showed that mathematics teachers had a positive view of technology integration in mathematics lessons and TPACK development through technology-integrated lesson planning, but they lacked the knowledge for planning lessons that integrate technology. Taking part in the intervention improved the selected mathematics teachers' understanding of TPACK, making them more confident about using technology in their teaching. The study also found different strategies to help teachers incorporate technology into their lessons, along with having a strong grasp of the subject and effective teaching methods. Based on these findings, it is suggested that in-service mathematics teachers take part in interventions focused on integrating technology into lesson planning. These interventions should demonstrate how technology can improve mathematics education and how it fits with both content and teaching methods. It is also recommended that these interventions emphasize the importance of Bloom's Taxonomy in using technology for mathematics education. The study concludes by suggesting further research on how planned lessons can be implemented in actual mathematics classrooms. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
  • Full Text:
  • Date Issued: 2024-10-11

Protecting and organising the apartheid and post-apartheid precarious municipal workforce: the Cape Town Municipal Workers Association and the South African Municipal Workers Union in Cape Town

  • Authors: Mathekga, Jerry Mmanoko
  • Date: 2024-10-11
  • Subjects: African National Congress , COSATU , South African Municipal Workers Union , Apartheid South Africa , Municipal officials and employees South Africa Cape Town , Neoliberalism , Contracting out , Precarious employment
  • Language: English
  • Type: Academic theses , Doctoral theses , text
  • Identifier: http://hdl.handle.net/10962/467072 , vital:76812 , DOI https://doi.org/10.21504/10962/467072
  • Description: The contemporary, global expansion of precarious employment poses key challenges for unions based on workers in full-time, stable employment (i.e. workers in the so-called “Standard Employment Relationship” – SER). South African unions and federations like the Congress of South African Trade Unions (COSATU), have resolved to organise these workers for decades. Most unions have, however done little to put these intentions into effect, even though precarity threatens union survival. A notable exception amongst unions in both the state and private sectors is COSATU’s South African Municipal Workers Union (SAMWU). SAMWU has a long history of consistently acting to protect and organise precarious workers. This is the puzzle with which this thesis grapples: why has SAMWU been different? This question is examined through a focus on Cape Town, the city in which the union has the deepest roots: its main, immediate predecessor, the Cape Town Municipal Workers Association (CTMWA), was founded in Cape Town in 1918. Answering the question posed above requires examining the record: how has SAMWU – and before it, the CTMWA – protected and organise precarious workers in the municipal sector over time? And further, why did CTMWA and SAMWU act this way, when many others have not? The answers lie in the distinctive character of the organisation’s trade union identity, drawing on Richard Hyman’s work, which moves beyond broad labels (business unionism, political unionism, etc.) and normative prescriptions (what unions should, ideally, do) to develop a nuanced model of what predisposes, and enables, certain union choices, actions, and responses union. The popular power resources approach (PRA) to unions helps map the resources available to unions but cannot explain why unions use power resources in specific ways. The thesis argues that the evolving union identity of the CTMWA and SAMWU predisposed it to organising workers, and that this evolving identity has been shaped by the distinctive features of the Western Cape and its political traditions, a long history of multiple municipal labour markets in Cape Town, and the specificities of that city, including the black African / Coloured division, its independent left traditions, the relative weakness of the COSATU’s allies, the African National Congress (ANC) and the South African Communist Party (SACP), in local government, and the peculiar dynamics of municipal restructuring. This thesis draws on both labour history and industrial Sociology, arguing that a dialogue between these two disciplines enriches labour studies. This thesis draws on a wide range of primary sources, both historical and contemporary, examines historical processes and change, and engages in a dialogue between historical and sociological work. It argues for the need to historicise precarity, avoiding a “year zero” approach that treats it as a novel challenge for unions, and as reducible to neo-liberalism. It insists that labour responses are shaped by place and time, and so, for the need to balance macro-level discussions of trends with local specificities. It argues that notion of a sharp rupture between the surging new wave of unionism that started in South Africa in 1973, from which COSATU emerged, and the older traditions of registered unionism has been overstated. More attention needs to be paid to the imprint of the more radical registered unions, like CTMWA, on the new unionism. Rejecting pessimistic accounts that see unions as doomed by precarity, it draws attention to long histories of relatively successful and sustained union responses, like those of CTMWA/ SAMWU. However, it questions prescriptive approaches that centre on what unions should do, highlighting how evolving union identity shapes what unions can do. , Thesis (PhD) -- Faculty of Humanities, Sociology, 2024
  • Full Text:
  • Date Issued: 2024-10-11

Protecting stateless children in South Africa through nationality: a children’s rights approach

  • Authors: Maziya, Nokwanda Takalanga
  • Date: 2024-10-11
  • Subjects: Citizenship , Stateless persons , Children's rights , Human rights , Sovereignty
  • Language: English
  • Type: Academic theses , Doctoral theses , text
  • Identifier: http://hdl.handle.net/10962/466469 , vital:76733 , DOI https://doi.org/10.21504/10962/466469
  • Description: This study investigates the role of nationality in protecting stateless children. Under interna-tional human rights law, all individuals, including stateless persons, are entitled to certain rights by virtue of being human. Consequently, stateless children should theoretically have access to fundamental rights such as education, healthcare, and social security, even without nationality. However, this study challenges the assumption that stateless children can access these rights merely because they are human. The study reveals that, in practice, stateless chil-dren struggle to access essential rights like education, healthcare, and social welfare without nationality. The study asserts that nationality is crucial for stateless children to access basic rights in South Africa. The study examines various treaties related to nationality and con-cludes that none impose a binding obligation on South Africa to confer nationality on state-less children. The study then draws on international children's rights principles such as the best interest of the child, the right to life, survival and development, and the right to non-discrimination to demonstrate that despite a clear obligation on South Africa in terms of trea-ty law to grant nationality to stateless, these principles, place limits on South Africa's exer-cise of sovereign power. This, in turn, makes way for granting nationality to stateless chil-dren. , Thesis (PhD) -- Faculty of Law, Law, 2024
  • Full Text:
  • Date Issued: 2024-10-11

Realist evaluation cases of the uptake and use of citizen science tools for water quality management: Vaal-Triangle public primary schools teachers and Mpophomeni enviro-champs

  • Authors: Madiba, Morakane Stephinah
  • Date: 2024-10-11
  • Subjects: Realist evaluation , Citizen science , Water quality management South Africa Vaal Triangle , Social learning , Voluntarism , Ubuntu (Philosophy)
  • Language: English
  • Type: Academic theses , Doctoral theses , text
  • Identifier: http://hdl.handle.net/10962/466406 , vital:76725 , DOI https://doi.org/10.21504/10962/466406
  • Description: This study employs a theory-based approach to evaluate citizen science (CS) interventions in two distinct cases: the Mpophomeni enviro-champs and the Vaal-Triangle primary school teachers. These interventions were designed to foster social learning, enhance education or participants' understanding of water quality impacts, and promote community or public participation for improved water management. GroundTruth, a multidisciplinary consulting company with expertise in water resources and environmental engineering, collaborated as partners in these CS projects. Utilizing qualitative realist evaluation theory, the study delves into the intricate context-mechanismoutcome (CMO) configurations for each case, seeking depth insight into the outcomes of these citizen science initiatives. Data collection involved interviews, document analysis, and participant observations to construct a comprehensive understanding of the interventions' impact. In the case of the Vaal-Triangle primary school teachers, the CS intervention yielded positive results, significantly influencing teaching practices and instilling shared values for sustainable water quality management in both classrooms and the surrounding communities. However, the study revealed the need for continued evaluation and comprehensive dialogue among stakeholders, including teachers, school governing bodies, local municipalities, the Department of Basic Education, and the broader community to ensure the effectiveness, sustainability, and transformative potential of these interventions. In contrast, the Mpophomeni enviro-champs experienced a different set of outcomes. The CS intervention catalyzed numerous opportunities for the volunteers, forging a collaborative relationship between citizens and the government. Despite their socio-ecological vulnerability, these volunteers exhibited remarkable resilience and willingness to contribute, calling for formalization mechanisms such as remuneration and skill recognition to sustain and enhance their participation. This study provides insights into citizen science interventions, foregrounding volunteerism as a means of fostering fair and inclusive participation. It emphasizes the significance of combining social and classroom learning in achieving sustainable water quality management objectives. Furthermore, the research highlights the pivotal role of informed citizenship, which necessitates an understanding not only of environmental activism but also of effective political engagement to influence decision-making processes effectively. By challenging historical barriers and revealing new perspectives, this study offers a reflective thinking tool to advance transformative policy development in South Africa and beyond, promoting informed and responsible public participation in water quality management and fostering the sustainability of precious water resources. , Thesis (PhD) -- Faculty of Education, Secondary and Post-School Education, 2024
  • Full Text:
  • Date Issued: 2024-10-11

Research-informed development of comprehensible isiXhosa teaching material: the Department of Basic Education Mental Starters doubling and halving unit

  • Authors: Booi, Tabisa
  • Date: 2024-10-11
  • Subjects: Native language and education South Africa , Mathematics Translating South Africa , South Africa. Department of Basic Education , Translanguaging (Linguistics) , Mathematics Study and teaching (Elementary) South Africa
  • Language: English
  • Type: Academic theses , Master's theses , text
  • Identifier: http://hdl.handle.net/10962/463680 , vital:76431
  • Description: One of the challenges faced by schools that teach in isiXhosa in the Foundation Phase is the impact of nature of language used in the early-grade mathematics classroom. This is the focus of this research study. Despite numerous programs addressing the poor performance in mathematics, a significant majority of interventions are presented in English, creating barriers for learners and teachers using their native languages. While the Language in Education Policy allows for home language instruction in isiXhosa, the translation of materials often contains distortion in meaning and unfamiliar terms, complicating comprehension for indigenous language learners. Motivated by concerns over low mathematics performance, as highlighted in TIMSS (2019), and my personal experiences in teaching Foundation Phase mathematics in isiXhosa at a rural primary school, this study explores the challenges arising from using translated materials. The use of mediating materials in isiXhosa can be hindered by unfamiliar terms and distortion in meaning. For this reason, I adopted a translanguaging approach, incorporating transliteration between English and isiXhosa, especially in mathematics teaching. Grounded in the pragmatism paradigm, this qualitative design research unfolds in an isiXhosa medium primary school in Makhanda. The investigation centers first on document analysis of the Doubling and Halving unit in the Mental Starters Assessment Programme (MSAP) Teacher Guide (in English and isiXhosa), and then focuses on the teaching of two grade 3 classes, in isiXhosa, using the MSAP Doubling and Halving teaching sequence. Two grade 3 teachers and their principal participate as critical friends. The key research questions are: (1) What are the enablers and constraints that are experienced by the teacher during the mediation of the doubling and halving calculating strategies in isiXhosa?; (2) What are the key terms and phrases (vocabulary) needed to teach doubling and halving in isiXhosa?; (3) What are the perspectives and pedagogical insights of the critical friends on the isiXhosa vocabulary that was developed? The research unfolds in multiple stages, beginning with a document analysis of the MSAP using Toury’s Descriptive Translation Studies. Subsequently, I adapt eight lesson starters for doubling and halving, implementing them across two grade 3 classes in a double action research cycle. Focus group discussions with critical friends, aided by video recordings for stimulated recall, provide valuable insights. Data collected throughout these stages are analyzed through the lens of Vygotsky’s Socio-Cultural theory, contributing to a comprehensive understanding of the challenges and potential solutions in this educational context. , Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 2024
  • Full Text:
  • Date Issued: 2024-10-11

Singing pretty: investigating female respectability in classical vocal performance in South Africa

  • Authors: Van der Walt, Alida
  • Date: 2024-10-11
  • Subjects: Respectability politics , Integrity , Classical music , Opera South Africa , Sex discrimination against women , Intersectionality (Sociology) , Women singers South Africa
  • Language: English
  • Type: Academic theses , Master's theses , text
  • Identifier: http://hdl.handle.net/10962/466102 , vital:76685
  • Description: In this thesis, I consider respectability in classical vocal performance in South Africa by presenting research on six women who hold prominent positions in this field intertwined with my own experiences in this arena. I introduce the context and background to my research across the fields of respectability politics, music studies, and intersectionality before investigating two main modes of gendered bodily respectability that featured in my singer-participants’ lives. These include first extra-bodily technologies in service of respectability, referring to anything that a singer may externally and visibly apply (on)to her body to enhance its physical appeal in specific ways, in line with respectability’s requirements. In thinking through the notion of extra-bodily technologies, I outline via cyborg theory how this first mode of respectability policing operates as an intersectionally oppressive force in my own and my singer-participants’ lives. The second form of bodily discipline emerges in what I call intra-bodily markers of respectability. In developing this term, I demonstrate, based on my singer-participants’ experiences and my own, how the policing of intra-bodily respectability markers may shift our understanding of identity performativity from the discursive realm into the physical. In doing so, I think critically about the importance of language in respectability’s shaping of women’s realities. With little subversive potential found in these themes, I explore the theme of play as a subversive strategy employed by the singers in my study, contrasting the playful subversion with my own mode of ‘serious’ rebellion. Play, with its ambiguous nature rooted in theories of psychology and self-realization, becomes a fundamental aspect of human development, allowing individuals to explore their capabilities and confront societal limitations. I explore the gendered aspects of subversive play in various arenas such as physical appearance, sexuality, musicianship, race, and class, emphasizing and questioning its potential as a political action within the constraints of societal structures. The final part of the thesis explores my own experiences of embodied unbecoming from respectability’s oppressions through vocal performance. Here, I tie together the three strands presented in the body of this thesis through my singing, transgressing body in reference to what I call a feminist musicianship practice as a way of singing beyond respectability. , Thesis (MA) -- Faculty of Humanities, Music and Musicology, 2024
  • Full Text:
  • Date Issued: 2024-10-11

Teacher professional development as a mechanism to advance education for sustainable development (ESD) integration in Namibia: a senior primary English language case study

  • Authors: Shangheta, Miryam Keshityeni
  • Date: 2024-10-11
  • Subjects: Career development , Teachers In-service training , Education for sustainable development , English language Study and teaching Namibia , Pedagogical content knowledge
  • Language: English
  • Type: Academic theses , Master's theses , text
  • Identifier: http://hdl.handle.net/10962/463603 , vital:76424
  • Description: Namibia is a signatory to the Sustainable Development Goals of Agenda 2030 and responds to the United Nations Decade of Education for Sustainable Development by incorporating Education for Sustainable Development (ESD) into its education curriculum and policies. In 2020, Namibia launched its National Environmental Education and Education for Sustainable Development Policy. Despite these policy commitments, research indicates that most teachers continue to struggle with integrating ESD into their teaching practices. The integration of ESD in English language teaching classrooms is no exception. This qualitative case study is an attempt to understand how a Teacher Professional Development programme named Teach for ESD offered by NaDEET, a non-governmental organisation in Namibia, aided three Senior Primary Phase English Language teachers to integrate ESD into their teaching practice. The study also aims to unveil the teaching practice of the selected English Language teachers in the Otjozondjupa region who participated in the Teach for ESD programme. Data was gathered using semi-structured interviews (three interviews per teacher), document review, and lesson observation (one per teacher). Theoretically, the study is framed by socio-cultural learning theory after the work of Lev Vygotsky, supplemented by Mavhunga and Rollnick’s (2013) account of Topic Specific Pedagogical Content Knowledge (TSPCK). The qualitative data was analysed inductively to identify themes and sub-themes relevant to the research questions. The study findings might be of value to NaDEET as they implement future TPD courses in ESD, and they may also be of interest to English Language Teaching stakeholders as Namibia implements the EE and ESD Policy in the national school curriculum. The findings showed that the English Language teachers need ESD training; ESD-oriented teaching and learning materials; continuing support for monitoring and evaluation of their ESD practices; and more time allocated to English Language teaching in the timetable so that the environmental / sustainability content can be explored in more depth alongside the development of English Language skills. The study recommends that further research be conducted into effective ways of teaching English Language skills through environmental themes (developing Pedagogical Content Knowledge); and exploring up-scalable models of teacher professional development so that more English Language teachers can receive ESD training. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
  • Full Text:
  • Date Issued: 2024-10-11
  • Disclaimer
  • Privacy
  • Copyright
  • Contact