Evaluation of the photosensitizing properties of zinc and indium tetra cinnamic acid phthalocyanines linked to magnetic nanoparticles on human breast adenocarcinoma cells
- Matlou, Gauta G, Oluwole, David O, Nyokong, Tebello
- Authors: Matlou, Gauta G , Oluwole, David O , Nyokong, Tebello
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187582 , vital:44673 , xlink:href="https://doi.org/10.1016/j.jlumin.2018.09.054"
- Description: This work reports on the synthesis, photophysico-chemical properties and photodynamic therapy activity of novel zinc (1) and indium (2) tetra substituted cinnamic acid phthalocyanine (Pc) complexes linked to amino functionalized magnetic nanoparticles (AMNPs) through an amide bond. Asymmetric ZnPc complex (3) showed better triplet and singlet oxygen quantum yields as compared to its symmetrical analogues (1 and 2). The AMNPs (1-AMNPs and 2-AMNPs) linked conjugates depicted increased triplet quantum yields in comparison to their unlinked Pcs, while 3-AMNPs showed a decrease compared to 3. The complexes showed increased in-vitro photo-cytotoxic effect against MCF-7 cells with an increase in drug concentration. At 80 µg/mL, 2 and 3, 2-AMNPs and 3-AMNPs with higher singlet oxygen quantum yields caused more cytotoxic effect on the cancer cells in the presence of light as compared to 1 and 1-AMNPs respectively.
- Full Text:
- Date Issued: 2019
- Authors: Matlou, Gauta G , Oluwole, David O , Nyokong, Tebello
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187582 , vital:44673 , xlink:href="https://doi.org/10.1016/j.jlumin.2018.09.054"
- Description: This work reports on the synthesis, photophysico-chemical properties and photodynamic therapy activity of novel zinc (1) and indium (2) tetra substituted cinnamic acid phthalocyanine (Pc) complexes linked to amino functionalized magnetic nanoparticles (AMNPs) through an amide bond. Asymmetric ZnPc complex (3) showed better triplet and singlet oxygen quantum yields as compared to its symmetrical analogues (1 and 2). The AMNPs (1-AMNPs and 2-AMNPs) linked conjugates depicted increased triplet quantum yields in comparison to their unlinked Pcs, while 3-AMNPs showed a decrease compared to 3. The complexes showed increased in-vitro photo-cytotoxic effect against MCF-7 cells with an increase in drug concentration. At 80 µg/mL, 2 and 3, 2-AMNPs and 3-AMNPs with higher singlet oxygen quantum yields caused more cytotoxic effect on the cancer cells in the presence of light as compared to 1 and 1-AMNPs respectively.
- Full Text:
- Date Issued: 2019
Examination of teacher mediation and its impact on foundational reading skills in Grade-R classrooms in Namibia
- Authors: Nzwala, Kenneth
- Date: 2019
- Subjects: Reading (Elementary) -- Namibia -- Case studies , Elementary school teachers -- Namibia -- Case studies , Early childhood education -- Curricula -- Namibia , Vygotskiĭ, L. S. (Lev Semenovich), 1896-1934
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/92291 , vital:30700
- Description: Grounded in the Sociocultural Theory (SCT) of Lev Vygotsky, this study examined teacher mediation and its impact on development of foundational reading skills in six Grade-R classrooms in the Zambezi Region of Namibia. It was a multiple case study with a mixed methods approach. Six Grade R classes attached to primary schools were studied to facilitate following of the same learners to Grade One. A purposive sampling technique was used to draw a sample of six Grade-R and Grade-One teachers. Learners were selected using stratified random sampling. Data were collected by means of interviews, observation of Grade R lessons, and an emergent Early Grade Reading Assessment (eEGRA) test. eEGRA facilitated benchmarking teacher efficacy in mediating Grade R learners’ foundational reading skills. Nine Grade One learners per teacher per school took part in the test at the beginning of Grade One. Three 35-minute lessons, per Grade-R teacher, were observed. Data were analysed statistically using ANOVA with thematic qualitative analysis of interview data against document analysis of curricula, teacher planning and learner exercise books. The study established that teachers had no understanding of ‘emergent literacy’, did not promote a love of books, or promote learning through play. There was evidence of a language barrier during lessons, which potentially reduced the efficacy of teacher mediation. The curriculum was found to be inappropriate as it lacked guidance relevant to Grade R teachers. This point was particularly pertinent as all teachers in this study had not received Grade-R training and were therefore looking to the curriculum for support. The difference between what teachers said and what they did was revealed in their classroom practice. Lesson planning was found to be superficial and non-reflective, with a marked discrepancy between what was planned and what was done. The style of pedagogy was primarily transmissive and authoritarian. Finally, the socio-economic distribution of the schools did not demonstrate significant impact on learner performance in the benchmark test. This study concludes that the Grade-R curriculum needs to be revised to be culturally and age appropriate. Teachers should be trained to understand the speciality of Grade R, and support should be given to current teachers to adopt a child-centred, play-based approach to pedagogy.
- Full Text:
- Date Issued: 2019
- Authors: Nzwala, Kenneth
- Date: 2019
- Subjects: Reading (Elementary) -- Namibia -- Case studies , Elementary school teachers -- Namibia -- Case studies , Early childhood education -- Curricula -- Namibia , Vygotskiĭ, L. S. (Lev Semenovich), 1896-1934
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/92291 , vital:30700
- Description: Grounded in the Sociocultural Theory (SCT) of Lev Vygotsky, this study examined teacher mediation and its impact on development of foundational reading skills in six Grade-R classrooms in the Zambezi Region of Namibia. It was a multiple case study with a mixed methods approach. Six Grade R classes attached to primary schools were studied to facilitate following of the same learners to Grade One. A purposive sampling technique was used to draw a sample of six Grade-R and Grade-One teachers. Learners were selected using stratified random sampling. Data were collected by means of interviews, observation of Grade R lessons, and an emergent Early Grade Reading Assessment (eEGRA) test. eEGRA facilitated benchmarking teacher efficacy in mediating Grade R learners’ foundational reading skills. Nine Grade One learners per teacher per school took part in the test at the beginning of Grade One. Three 35-minute lessons, per Grade-R teacher, were observed. Data were analysed statistically using ANOVA with thematic qualitative analysis of interview data against document analysis of curricula, teacher planning and learner exercise books. The study established that teachers had no understanding of ‘emergent literacy’, did not promote a love of books, or promote learning through play. There was evidence of a language barrier during lessons, which potentially reduced the efficacy of teacher mediation. The curriculum was found to be inappropriate as it lacked guidance relevant to Grade R teachers. This point was particularly pertinent as all teachers in this study had not received Grade-R training and were therefore looking to the curriculum for support. The difference between what teachers said and what they did was revealed in their classroom practice. Lesson planning was found to be superficial and non-reflective, with a marked discrepancy between what was planned and what was done. The style of pedagogy was primarily transmissive and authoritarian. Finally, the socio-economic distribution of the schools did not demonstrate significant impact on learner performance in the benchmark test. This study concludes that the Grade-R curriculum needs to be revised to be culturally and age appropriate. Teachers should be trained to understand the speciality of Grade R, and support should be given to current teachers to adopt a child-centred, play-based approach to pedagogy.
- Full Text:
- Date Issued: 2019
Examining educators’ strategies for promoting science learning and science literacy among grade 9 learners in a South African Rural Education District
- Authors: Mtsi, Nomxolisi
- Date: 2019
- Subjects: Science -- Study and teaching (Elementary) Children's literature in science education
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/16150 , vital:40673
- Description: Science learning and Science Literacy (SL) play a crucial role in preparing learners to participate in the country’s economy with the relevant knowledge, higher order thinking and analytical reasoning to solve day-to-day problems. The purpose of this research was to examine educators’ strategies for promoting science learning and SL among grade 9 learners in a rural education district in South Africa’s Eastern Cape Province. Learning of science and promotion of SL complement each other and therefore science educators’ strategies are pertinent. The study used pragmatic paradigm and the mixed method approach and was informed by cognitive and social constructivism as theoretical frameworks. For data collection, the study used convenience sampling based on the proximity and comparative ease of the researcher to reach the rural schools to select 30 out of 67 schools spread over six out of the eight circuits in the selected education district. On the other hand, purposive sampling was used for the selection of learners by their educators based on academic performance, top, average and below average achievers. Since each school had only one grade 9 science educator, 30 grade 9 science educators from the selected 30 schools formed the sample for quantitative data. Out of these 30, 10 educators who volunteered first for interviews and gave permission for being observed in their classrooms were selected for qualitative data collection. Three learners in each of the 10 schools from which the educators for qualitative data collection were selected, constituted the learners’ sample (30 learners). While data were collected through questionnaires, interviews and observations from educators, data from learners were collected through focus group (FG) interviews. The questionnaire was structured in order to gather educators’ biographical data as well as information on educators’ strategies to promote science learning and SL. The interview schedule was similar to the questionnaire but biographical data were excluded. Observations focused on educators’ strategies for science learning, SL and assessments. The data from the questionnaire were descriptively analysed and the qualitative and transcribed observation data were thematically analysed. Final conclusions were drawn based on the triangulated data. Major findings showed that the strategies which the educators employed in the descending order of use were: Investigation at 97percent; Discussion, Presentation and Project, each at 93percent; Problem solving at 90percent; Demonstration and Question-Answer, each at 87percent; Case study and Brainstorming, each at 77percent; Role-play at 63percent; Lecture at 57percent; Modelling at 47percent, Inquiry at 27percent and Simulation at 23percent. Findings also revealed the strengths and weaknesses of the strategies used by educators. Some of the strengths were: promotion of interactive learning; stimulation of research skills; enhancement of critical thinking and development of confidence through participation. Some of the weaknesses were: learners’ tendency to rely on others; lack of resources hindering learning and promotion of plagiarism. The study recommends that all stakeholders must work together to achieve good quality education. District and Provincial officers ought to track and monitor the science curriculum implementation. Subject specialists, educator subject committees and cluster leaders must also be active in strategic planning for enhancing SL in schools by putting forward their inputs and adopting consensus-based ones. A framework for driving science content with pedagogical content knowledge and practicals-driven strategy for enhancing science content knowledge is proposed.
- Full Text:
- Date Issued: 2019
- Authors: Mtsi, Nomxolisi
- Date: 2019
- Subjects: Science -- Study and teaching (Elementary) Children's literature in science education
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/16150 , vital:40673
- Description: Science learning and Science Literacy (SL) play a crucial role in preparing learners to participate in the country’s economy with the relevant knowledge, higher order thinking and analytical reasoning to solve day-to-day problems. The purpose of this research was to examine educators’ strategies for promoting science learning and SL among grade 9 learners in a rural education district in South Africa’s Eastern Cape Province. Learning of science and promotion of SL complement each other and therefore science educators’ strategies are pertinent. The study used pragmatic paradigm and the mixed method approach and was informed by cognitive and social constructivism as theoretical frameworks. For data collection, the study used convenience sampling based on the proximity and comparative ease of the researcher to reach the rural schools to select 30 out of 67 schools spread over six out of the eight circuits in the selected education district. On the other hand, purposive sampling was used for the selection of learners by their educators based on academic performance, top, average and below average achievers. Since each school had only one grade 9 science educator, 30 grade 9 science educators from the selected 30 schools formed the sample for quantitative data. Out of these 30, 10 educators who volunteered first for interviews and gave permission for being observed in their classrooms were selected for qualitative data collection. Three learners in each of the 10 schools from which the educators for qualitative data collection were selected, constituted the learners’ sample (30 learners). While data were collected through questionnaires, interviews and observations from educators, data from learners were collected through focus group (FG) interviews. The questionnaire was structured in order to gather educators’ biographical data as well as information on educators’ strategies to promote science learning and SL. The interview schedule was similar to the questionnaire but biographical data were excluded. Observations focused on educators’ strategies for science learning, SL and assessments. The data from the questionnaire were descriptively analysed and the qualitative and transcribed observation data were thematically analysed. Final conclusions were drawn based on the triangulated data. Major findings showed that the strategies which the educators employed in the descending order of use were: Investigation at 97percent; Discussion, Presentation and Project, each at 93percent; Problem solving at 90percent; Demonstration and Question-Answer, each at 87percent; Case study and Brainstorming, each at 77percent; Role-play at 63percent; Lecture at 57percent; Modelling at 47percent, Inquiry at 27percent and Simulation at 23percent. Findings also revealed the strengths and weaknesses of the strategies used by educators. Some of the strengths were: promotion of interactive learning; stimulation of research skills; enhancement of critical thinking and development of confidence through participation. Some of the weaknesses were: learners’ tendency to rely on others; lack of resources hindering learning and promotion of plagiarism. The study recommends that all stakeholders must work together to achieve good quality education. District and Provincial officers ought to track and monitor the science curriculum implementation. Subject specialists, educator subject committees and cluster leaders must also be active in strategic planning for enhancing SL in schools by putting forward their inputs and adopting consensus-based ones. A framework for driving science content with pedagogical content knowledge and practicals-driven strategy for enhancing science content knowledge is proposed.
- Full Text:
- Date Issued: 2019
Examining mathematical reasoning through enacted visualisation
- Authors: Dongwi, Beata Lididimikeni
- Date: 2019
- Subjects: Visualization , Mathematics -- Study and teaching -- Namibia , Mathematics -- Study and teaching -- Audio-visual aids , Geometry -- Study and teaching , Reasoning , Mathematical ability
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/68192 , vital:29217
- Description: This study sets out to analyse the co-emergence of visualisation and reasoning processes when selected learners engaged in solving word problems. The study argues that visualisation processes and mathematical reasoning processes are closely interlinked in the process of engaging in any mathematical activity. This qualitative research project adopted a case study methodology embedded within a broader interpretative orientation. The research participants were a cohort of 17 mixedgender and mixed-ability Grade 11 learners from a private school in southern Namibia. Data was collected in three phases and comprised of one-on-one task-based interviews in the first phase, focus group task-based interviews in the second, and semi-structured reflective interviews in the third. The analytical framework was informed by elements of enactivism and consisted of a hybrid of observable visualisation and mathematical reasoning indicators. The study was framed by an enactivist perspective that served as a linking mediator to bring visualisation and reasoning processes together, and as a lens through which the coemergence of these processes was observed and analysed. The key enactivist concepts of structural coupling and co-emergence were the two mediating ideas that enabled me to discuss the links between visualisation and reasoning that emerged whilst my participants solved the set word problems. The study argues that the visualisation processes enacted by the participants when solving these problems are inseparable from the reasoning processes that the participants brought to bear; that is, they co-emerged.
- Full Text:
- Date Issued: 2019
- Authors: Dongwi, Beata Lididimikeni
- Date: 2019
- Subjects: Visualization , Mathematics -- Study and teaching -- Namibia , Mathematics -- Study and teaching -- Audio-visual aids , Geometry -- Study and teaching , Reasoning , Mathematical ability
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/68192 , vital:29217
- Description: This study sets out to analyse the co-emergence of visualisation and reasoning processes when selected learners engaged in solving word problems. The study argues that visualisation processes and mathematical reasoning processes are closely interlinked in the process of engaging in any mathematical activity. This qualitative research project adopted a case study methodology embedded within a broader interpretative orientation. The research participants were a cohort of 17 mixedgender and mixed-ability Grade 11 learners from a private school in southern Namibia. Data was collected in three phases and comprised of one-on-one task-based interviews in the first phase, focus group task-based interviews in the second, and semi-structured reflective interviews in the third. The analytical framework was informed by elements of enactivism and consisted of a hybrid of observable visualisation and mathematical reasoning indicators. The study was framed by an enactivist perspective that served as a linking mediator to bring visualisation and reasoning processes together, and as a lens through which the coemergence of these processes was observed and analysed. The key enactivist concepts of structural coupling and co-emergence were the two mediating ideas that enabled me to discuss the links between visualisation and reasoning that emerged whilst my participants solved the set word problems. The study argues that the visualisation processes enacted by the participants when solving these problems are inseparable from the reasoning processes that the participants brought to bear; that is, they co-emerged.
- Full Text:
- Date Issued: 2019
Examining the cognitive learning effect on grade 10 students’ performance in physical science in selected schools in Umgungudlovu Education District
- Authors: Olorunda, David Oluyemi
- Date: 2019
- Subjects: Cognitive learning Learning, Psychology of
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16577 , vital:40733
- Description: The study employed a quantitative as well as a qualitative approach. Four public schools in the uMgungundlovu District participated in this study. The identities of all respondents were protected. The sample included 154 participants, four Physical science educators and four Heads of department selected purposefully across four secondary schools. The study found that themajority of the learners reported that they have interest and positive attitude for Physical science but most of learners indicated they understanding when English is used as a medium of instruction in teaching Physical science but someprefer other languages to be used for their understanding. It was obvious that most parents lacked knowledge about Physical Sciences and could not assist their children. It was also indicated that their teachers are approachable especially for personal explanation giving them attention whenever they ask for assistance, creating an atmosphere that makes it easy for the learner to learn. The study reveals that learners had a high rate of their teachers motivating them enough to like physical science, by using different method for them to understand the subject and majority follow their teacher’s method but only few learners use their own method.The educators and the heads of departments confirmed that they do give the learners different method. Many learners understands what they are taught using diagrams and illustrations in order to make them understand in all subject study showed that the head of departments indicatedthat they do check the way the teachers teach for effectiveness on the part of the teachers in ,line with the curriculum assessment policy statement from the department of education .The educators said they receive their educational in- service training and done yearly at the department of education workshop and moderations. Findings from this research reveals that learners learns one way or the other through all the strategies of learning but most learners affirms that they learn more rehearsal where they have to repeat things more and that the physical sciences teacher should have more time and explain thoroughly particular term, using diagrams and illustrations in order to make them understand in all subject. The study concluded by giving general recommendations for improving learners’ participation and attitudes towards learning physical Science. Recommendations for improvement in the areas identified were III provided and topics for future research on the curriculum of Grade 10 Physical Sciences were suggested in order to improve on physical science.
- Full Text:
- Date Issued: 2019
- Authors: Olorunda, David Oluyemi
- Date: 2019
- Subjects: Cognitive learning Learning, Psychology of
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16577 , vital:40733
- Description: The study employed a quantitative as well as a qualitative approach. Four public schools in the uMgungundlovu District participated in this study. The identities of all respondents were protected. The sample included 154 participants, four Physical science educators and four Heads of department selected purposefully across four secondary schools. The study found that themajority of the learners reported that they have interest and positive attitude for Physical science but most of learners indicated they understanding when English is used as a medium of instruction in teaching Physical science but someprefer other languages to be used for their understanding. It was obvious that most parents lacked knowledge about Physical Sciences and could not assist their children. It was also indicated that their teachers are approachable especially for personal explanation giving them attention whenever they ask for assistance, creating an atmosphere that makes it easy for the learner to learn. The study reveals that learners had a high rate of their teachers motivating them enough to like physical science, by using different method for them to understand the subject and majority follow their teacher’s method but only few learners use their own method.The educators and the heads of departments confirmed that they do give the learners different method. Many learners understands what they are taught using diagrams and illustrations in order to make them understand in all subject study showed that the head of departments indicatedthat they do check the way the teachers teach for effectiveness on the part of the teachers in ,line with the curriculum assessment policy statement from the department of education .The educators said they receive their educational in- service training and done yearly at the department of education workshop and moderations. Findings from this research reveals that learners learns one way or the other through all the strategies of learning but most learners affirms that they learn more rehearsal where they have to repeat things more and that the physical sciences teacher should have more time and explain thoroughly particular term, using diagrams and illustrations in order to make them understand in all subject. The study concluded by giving general recommendations for improving learners’ participation and attitudes towards learning physical Science. Recommendations for improvement in the areas identified were III provided and topics for future research on the curriculum of Grade 10 Physical Sciences were suggested in order to improve on physical science.
- Full Text:
- Date Issued: 2019
Examining the influence of extrinsic factors on herbivore assemblage composition in a southern African savanna
- Young, Cyanne, Smithwick, Erica
- Authors: Young, Cyanne , Smithwick, Erica
- Date: 2019
- Subjects: Herbivores -- Ecology , Ungulates -- Ecology Mammal populations -- South Africa
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10948/44334 , vital:37154
- Description: Globally, herbivore populations have become threatened by the effects of a growing human population. This has resulted in over-hunting, habitat encroachment, fragmentation and degradation and competition leading to the replacement of wild herbivore populations with livestock. African herbivores, in particular, have experienced a severe decline in abundance and distribution, and vast conservation management efforts are underway to preserve herbivore populations and promote their growth. However, conservation management efforts sometimes have unintended consequences on the abundance and distribution of herbivores as a result of the complex interactions they have with their ecosystem. The aim of this study was to: 1) examine the drivers of herbivore distribution at the Satara section of Kruger National Park (hereafter ‘KNP’) at a landscape scale, to determine assemblage composition under the constraints of different environmental attributes; and 2) examine feeding selection by grazing herbivores of different morpho-physiological characteristics at a patch scale of differing environmental attributes. To achieve this, thirty-six experimental plots were established at three distances from water at Satara, and manipulated by mowing, mowing and fertilising or fertilising only over the course of a year, to account for seasonal effects. Each plot was fitted with a camera trap which ran for five weeks in each sampling season, and the data collected focussed on eleven herbivore species of differing body size, digestive strategy and feeding preference. These species were selected due to their abundance at Satara, and their representation of a variety of morpho-physiological characteristics. To achieve both aims, generalised linear models were used to determine the probability of occurrence of a functional type (for aim 1- Chapter 3), and individual species (for aim 2- Chapter 4). To construct the generalised linear models for Chapter 3, hypotheses about species’ relative distribution and abundance were developed through a literature review of forage and water availability constraints on feeding preference and body size of herbivore biomass at a landscape scale. I expected strong seasonal relationships between vegetation biomass and quality, and biomass of water-dependent herbivores with increasing distance to water. My analyses of herbivore distribution across the region confirmed broad-scale descriptions of interactions between forage requirements and water availability, across a set of species which differ in functional traits, at a landscape scale. In Chapter 4, trends in probability of occurrence by seven grazing herbivore species were determined using camera trap data at a patch scale. My results showed that season was a major determinant of species distribution, especially those which are not obligate grazers or feed exclusively in the 0.5 km to 2 km zone from water. I found that most selective feeding occurred in the late wet season when water would be more evenly distributed across the landscape and forage resources close to water would have had the chance to recover from depletion as a result of dry season use. The collective efforts of this study show that distance from water was a critical determinant of herbivore distribution across the landscape, and that forage utilisation by small mixed-feeders and large grazers in particular, altered significantly across seasons. This has important implications for the provision of artificial water, given that foraging pressure is increased closer to water. Landscape heterogeneity needs to be maintained through efficient water provision, to allow areas of forage reserve to maintained in the dry season, where species are constrained by water availability and forage quality and quantity.
- Full Text:
- Date Issued: 2019
- Authors: Young, Cyanne , Smithwick, Erica
- Date: 2019
- Subjects: Herbivores -- Ecology , Ungulates -- Ecology Mammal populations -- South Africa
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10948/44334 , vital:37154
- Description: Globally, herbivore populations have become threatened by the effects of a growing human population. This has resulted in over-hunting, habitat encroachment, fragmentation and degradation and competition leading to the replacement of wild herbivore populations with livestock. African herbivores, in particular, have experienced a severe decline in abundance and distribution, and vast conservation management efforts are underway to preserve herbivore populations and promote their growth. However, conservation management efforts sometimes have unintended consequences on the abundance and distribution of herbivores as a result of the complex interactions they have with their ecosystem. The aim of this study was to: 1) examine the drivers of herbivore distribution at the Satara section of Kruger National Park (hereafter ‘KNP’) at a landscape scale, to determine assemblage composition under the constraints of different environmental attributes; and 2) examine feeding selection by grazing herbivores of different morpho-physiological characteristics at a patch scale of differing environmental attributes. To achieve this, thirty-six experimental plots were established at three distances from water at Satara, and manipulated by mowing, mowing and fertilising or fertilising only over the course of a year, to account for seasonal effects. Each plot was fitted with a camera trap which ran for five weeks in each sampling season, and the data collected focussed on eleven herbivore species of differing body size, digestive strategy and feeding preference. These species were selected due to their abundance at Satara, and their representation of a variety of morpho-physiological characteristics. To achieve both aims, generalised linear models were used to determine the probability of occurrence of a functional type (for aim 1- Chapter 3), and individual species (for aim 2- Chapter 4). To construct the generalised linear models for Chapter 3, hypotheses about species’ relative distribution and abundance were developed through a literature review of forage and water availability constraints on feeding preference and body size of herbivore biomass at a landscape scale. I expected strong seasonal relationships between vegetation biomass and quality, and biomass of water-dependent herbivores with increasing distance to water. My analyses of herbivore distribution across the region confirmed broad-scale descriptions of interactions between forage requirements and water availability, across a set of species which differ in functional traits, at a landscape scale. In Chapter 4, trends in probability of occurrence by seven grazing herbivore species were determined using camera trap data at a patch scale. My results showed that season was a major determinant of species distribution, especially those which are not obligate grazers or feed exclusively in the 0.5 km to 2 km zone from water. I found that most selective feeding occurred in the late wet season when water would be more evenly distributed across the landscape and forage resources close to water would have had the chance to recover from depletion as a result of dry season use. The collective efforts of this study show that distance from water was a critical determinant of herbivore distribution across the landscape, and that forage utilisation by small mixed-feeders and large grazers in particular, altered significantly across seasons. This has important implications for the provision of artificial water, given that foraging pressure is increased closer to water. Landscape heterogeneity needs to be maintained through efficient water provision, to allow areas of forage reserve to maintained in the dry season, where species are constrained by water availability and forage quality and quantity.
- Full Text:
- Date Issued: 2019
Examining the position of black South African accents in English in Drama Departments within institutions in the Western Cape Province: a case study
- Authors: Seekoe, Leanetse Thato
- Date: 2019
- Subjects: English language
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10353/16397 , vital:40716
- Description: This dissertation examines the treatment and perceptions of black South African accents in English in the drama departments of specific institutions of higher learning in the Western Cape Province. The researcher is concerned with the handling of African native cultural identities in the curriculum policy of Drama Departments in higher education institutions in the Western Cape Province. Although the focus of the research is on the institutions that are based in the Western Cape Province, the subjects that are being discussed are representatives of black people in South Africa as a whole. To portray the issue of accents appropriately, the examination does often refer to language as a relatable concept. In the literature of this dissertation, there is ample support for the claim that language differences and disagreements in South Africa are due to the historical and socio-political stance of the European native. After examining the topic of power and social control, the study points out that the native is rarely in control of the interests of the European descendent. Thus, the relationship between the two is immediately assumed before it has even been established. For the purpose of this discussion, ambiguity is appreciated when intimacy between cultures evolves for the greater good. However, it is disregarded when individual voices are diluted into neutral or standard representations of a language. And so the act of reducing black South African accents in English to mirror that of the Euro-American culture robs the natives of their individuality and imprisons them into cultural assimilation. Ultimately, this study intends to identify different groups of black South Africans who speak English with accents. For clarity has divided into two separate groups namely privileged and unprivileged. Accents that are appreciated by white South African English speakers are considered to be privileged, while accents that carry the undertones of any mother-tongue language are recognised in this research study as unprivileged. The study wishes to present this phenomenon as a social issue that will negatively affect the growth of indigenous participation in performance spaces in the Western Cape which the study assumes as the context for the research. The implication of the study is to potentially eliminate issues of inferiority to those black South African accents that have been regarded as less valuable to dramatic performances in the Western Cape, to the extent that platforms of dramatic performances will broaden in order for black South African accents to be prioritised with relevant usage
- Full Text:
- Date Issued: 2019
- Authors: Seekoe, Leanetse Thato
- Date: 2019
- Subjects: English language
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10353/16397 , vital:40716
- Description: This dissertation examines the treatment and perceptions of black South African accents in English in the drama departments of specific institutions of higher learning in the Western Cape Province. The researcher is concerned with the handling of African native cultural identities in the curriculum policy of Drama Departments in higher education institutions in the Western Cape Province. Although the focus of the research is on the institutions that are based in the Western Cape Province, the subjects that are being discussed are representatives of black people in South Africa as a whole. To portray the issue of accents appropriately, the examination does often refer to language as a relatable concept. In the literature of this dissertation, there is ample support for the claim that language differences and disagreements in South Africa are due to the historical and socio-political stance of the European native. After examining the topic of power and social control, the study points out that the native is rarely in control of the interests of the European descendent. Thus, the relationship between the two is immediately assumed before it has even been established. For the purpose of this discussion, ambiguity is appreciated when intimacy between cultures evolves for the greater good. However, it is disregarded when individual voices are diluted into neutral or standard representations of a language. And so the act of reducing black South African accents in English to mirror that of the Euro-American culture robs the natives of their individuality and imprisons them into cultural assimilation. Ultimately, this study intends to identify different groups of black South Africans who speak English with accents. For clarity has divided into two separate groups namely privileged and unprivileged. Accents that are appreciated by white South African English speakers are considered to be privileged, while accents that carry the undertones of any mother-tongue language are recognised in this research study as unprivileged. The study wishes to present this phenomenon as a social issue that will negatively affect the growth of indigenous participation in performance spaces in the Western Cape which the study assumes as the context for the research. The implication of the study is to potentially eliminate issues of inferiority to those black South African accents that have been regarded as less valuable to dramatic performances in the Western Cape, to the extent that platforms of dramatic performances will broaden in order for black South African accents to be prioritised with relevant usage
- Full Text:
- Date Issued: 2019
Examining the teaching of natural sciences concepts to English second language speakers in selected primary schools in the East London Education District
- Authors: Kumanda, Nomaroma
- Date: 2019
- Subjects: Science -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/15925 , vital:40564
- Description: The study sought to examine the teaching of Natural Sciences (NS) concepts to English second language speakers in selected primary schools. Grade 7 was chosen for the investigation as it precedes the last class at primary school. The researcher investigated the teaching and learning of Natural sciences concepts. A mixed method design was used. The research questions focused on the teaching of NS, learner-centred strategies used, challenges encountered, strategies employed by teachers when teaching NS, and the implications for science education.The purpose was to examine the teaching of Natural Sciences concepts to English second language speakers in selected primary schools in the East London Education District. Data were collected from grade 7 teachers and learners in selected township schools in East London, by means of semi-structured interviews, questionnaires and focus groups. Semi-structured questionnaires were administered to teachers and learners, individual interviews were conducted with NS head of department, focus group and interviews were held with grade 7 NS learners. Quantitative and qualitative data were independently analysed and merged at the interpretation stage for triangulation of results. The questions were grouped according to their themes. The researcher’s findings revealed that teachers linked the teaching of NS concepts by showing the teaching skills. Teachers used code-switching for learners to understand the scientific concepts for positive attitude to improve the learner performance. Teachers experienced problems using English as a Language of Learning and Teaching (LoLT) while teaching NS concepts, teachers’ understanding of NS influenced their ability to implement of transformational curriculum, but learners did not benefit much when learning science in English Language and those policies were designed by the Department of Education without teacher involvement. The study concluded by noting that It emerged that teachers and learners experienced difficulties in teaching and learning of the NS concepts.
- Full Text:
- Date Issued: 2019
- Authors: Kumanda, Nomaroma
- Date: 2019
- Subjects: Science -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/15925 , vital:40564
- Description: The study sought to examine the teaching of Natural Sciences (NS) concepts to English second language speakers in selected primary schools. Grade 7 was chosen for the investigation as it precedes the last class at primary school. The researcher investigated the teaching and learning of Natural sciences concepts. A mixed method design was used. The research questions focused on the teaching of NS, learner-centred strategies used, challenges encountered, strategies employed by teachers when teaching NS, and the implications for science education.The purpose was to examine the teaching of Natural Sciences concepts to English second language speakers in selected primary schools in the East London Education District. Data were collected from grade 7 teachers and learners in selected township schools in East London, by means of semi-structured interviews, questionnaires and focus groups. Semi-structured questionnaires were administered to teachers and learners, individual interviews were conducted with NS head of department, focus group and interviews were held with grade 7 NS learners. Quantitative and qualitative data were independently analysed and merged at the interpretation stage for triangulation of results. The questions were grouped according to their themes. The researcher’s findings revealed that teachers linked the teaching of NS concepts by showing the teaching skills. Teachers used code-switching for learners to understand the scientific concepts for positive attitude to improve the learner performance. Teachers experienced problems using English as a Language of Learning and Teaching (LoLT) while teaching NS concepts, teachers’ understanding of NS influenced their ability to implement of transformational curriculum, but learners did not benefit much when learning science in English Language and those policies were designed by the Department of Education without teacher involvement. The study concluded by noting that It emerged that teachers and learners experienced difficulties in teaching and learning of the NS concepts.
- Full Text:
- Date Issued: 2019
Excavating the South African teacher leadership archive
- Authors: Grant, Carolyn
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/281051 , vital:55687 , xlink:href="https://doi.org/10.1177/1741143217717274"
- Description: In established democracies, the notion of ‘singular’ school leadership practised by the principal has been challenged and a more expansive approach to leadership which includes the practice of teacher leadership is now widely accepted by practitioners and researchers alike. In contrast, in emerging democracies the practice of teacher leadership is less obvious, despite the embeddedness of the concept in policy discourse. This article takes South Africa as its case and reviews literature on teacher leadership in this emerging African democracy. It draws on published articles and unpublished postgraduate theses with a specific teacher leadership focus and loosely adopts the format of two previously published comprehensive literature reviews in organising its findings. Similar to the findings of these two literature reviews, this South African archive also shows that the majority of research in this domain is conspicuously descriptive rather than explanatory, largely atheoretical and overly reliant on small case study design. In response, this article argues that teacher leadership research must continue to be undertaken in emerging democracies but with far greater use made of critical methodologies underpinned by relevant social theory.
- Full Text:
- Date Issued: 2019
- Authors: Grant, Carolyn
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/281051 , vital:55687 , xlink:href="https://doi.org/10.1177/1741143217717274"
- Description: In established democracies, the notion of ‘singular’ school leadership practised by the principal has been challenged and a more expansive approach to leadership which includes the practice of teacher leadership is now widely accepted by practitioners and researchers alike. In contrast, in emerging democracies the practice of teacher leadership is less obvious, despite the embeddedness of the concept in policy discourse. This article takes South Africa as its case and reviews literature on teacher leadership in this emerging African democracy. It draws on published articles and unpublished postgraduate theses with a specific teacher leadership focus and loosely adopts the format of two previously published comprehensive literature reviews in organising its findings. Similar to the findings of these two literature reviews, this South African archive also shows that the majority of research in this domain is conspicuously descriptive rather than explanatory, largely atheoretical and overly reliant on small case study design. In response, this article argues that teacher leadership research must continue to be undertaken in emerging democracies but with far greater use made of critical methodologies underpinned by relevant social theory.
- Full Text:
- Date Issued: 2019
Exhibition review: Site of memory: Berni Searle’s-aplace-in-the-sun
- Muvhuti, Barnabas, Zhang, Lifang
- Authors: Muvhuti, Barnabas , Zhang, Lifang
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/146937 , vital:38578 , https://artthrob.co.za/2019/07/31/site-of-memory-berni-searles-a-place-in-the-sun/
- Description: Commissioned by the National Arts Festival, Berni Searle created a four-screen multi-channel video installation, A Place in the Sun, which cooperated perfectly with the four wall compartments of the rotunda-shaped Gallery in the Round in the basement of the 1820 Settlers Monument. With the shifting of lights, the video symbolically indicates a full day at a drained swimming pool, from morning to sunset until the whole scene turns into ashes and darkness.
- Full Text:
- Date Issued: 2019
- Authors: Muvhuti, Barnabas , Zhang, Lifang
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/146937 , vital:38578 , https://artthrob.co.za/2019/07/31/site-of-memory-berni-searles-a-place-in-the-sun/
- Description: Commissioned by the National Arts Festival, Berni Searle created a four-screen multi-channel video installation, A Place in the Sun, which cooperated perfectly with the four wall compartments of the rotunda-shaped Gallery in the Round in the basement of the 1820 Settlers Monument. With the shifting of lights, the video symbolically indicates a full day at a drained swimming pool, from morning to sunset until the whole scene turns into ashes and darkness.
- Full Text:
- Date Issued: 2019
Expanding learning in clergy leadership formation in an Anglican Church Province in Southern Africa: a critical realist study
- Authors: Chinganga, Percy
- Date: 2019
- Subjects: Leadership -- Africa, Southern -- Religious aspects -- Christianity , Church management -- Africa, Southern , Critical realism , Educational leadership , Anglican Church of Southern Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/92258 , vital:30704
- Description: The focus of this study was to investigate the kind of learning that happened when participants involved in clergy leadership formation programmes and activities in the Anglican Church of Southern Africa (ACSA) engaged in their responsibilities as a collective. Further, the research sought to explore collaborative and transforming practices in ACSA clergy leadership formation programmes and activities which could be expanded through learning. The study is premised on an investigation of the historical foundations of Christian leadership formation processes which sought to establish clergy leadership formation models relevant to ACSA (the context of the study) from inception (1848) to date (2017). This entailed investigating how the developments which have happened in the church from its inception in the New Testament times through the Medieval and Reformation periods, have contributed to the emergence of distinct Christian leadership formation models which have formed the basis of clergy leadership formation in ACSA. Accordingly, the study highlighted key issues relating to clergy leadership formation which are discernible in the different historical phases of the life and work of the church with the objective of establishing how ACSA, through expansive learning, could transform her current clergy leadership formation model(s) towards collaborative and transforming practices. The concept of expansive learning, drawn from Cultural Historical Activity Theory (CHAT), was used in the study as a methodological tool to create an environment where research participants (formators) from several dioceses would engage in collective work activities which would surface contradictions relating to how clergy leadership formation programmes and activities were understood and facilitated in ACSA. In response to the surfaced contradictions, the study engaged research participants in Change Laboratory Workshops whose goal was to transform the organisation (ACSA) in two particular ways: empowerment of participants (formators) with conceptual tools relevant to their responsibilities in clergy leadership formation programmes and activities in ACSA, and improvement of organisational cultural practices, that is, the manner in which ACSA ought to conceptualise, design, plan, facilitate and manage clergy leadership formation programmes and activities. The latter brought into the discourse the need for participants (formators) to select and employ methodologies, methods, approaches and resources relevant to the southern African context where ACSA is located even though the study also acknowledged the influence of other Anglican Church contexts on what happened at the local level. In order to decipher meaning out of investigated phenomena about clergy leadership formation in ACSA, the study employed the critical realist “underlabouring” philosophy advanced by theorists such as Bhaskar to surface underlying mechanisms that exist at the level of the “real” in order to understand the causes of particular events and experiences as they manifest in the “actual” and “empirical” domains of the world, ACSA in the case of the study. In particular, the study engaged critically the opinion deliberated by critical realists concerning the interplay between structure and agency in relation to the responsibilities of the research participants (formators) in ACSA clergy leadership formation programmes and activities. For instance, the study had an interest in investigating why bishops (principal formators in ACSA) exercised their episcopal authority in the manner they do and why individual formators were concerned about particular issues which relate to the facilitation of clergy leadership formation in ACSA (agential reflexivity/subjectivity). The study observed that, in the case of diocesan bishops, critical realists would argue that, by virtue of the authority which comes with their responsibilities (agency), they have the power to influence transformation of practices in clergy leadership formation in ACSA at any given point in time. The flip side of the discourse was also taken note of: that some bishops, for reasons known to themselves and their predecessors, are often reluctant to embrace new ideas relating to clergy leadership formation practices in their dioceses. Further, through critical realist lens, the study concluded that Canons, Vision and Mission statements, Acts, and structures such as Synod of Bishops, Provincial Synod, ABoTE, Cott, and TfM structurally shape ACSA, thus providing the organisation with a stable ontology which ought to direct, regulate and control the manner in which clergy leadership formation programmes and activities were conceptualised, designed, planned, facilitated and managed. As such, the study had an interest in establishing what would happen, in relation to clergy leadership formation practices in ACSA, when these structures would have been activated? Beyond that, in view of the goal of the study, it was enquired how expansive learning processes could be helpful in responding to the research findings towards exploring collaborative and transforming clergy leadership formation practices in ACSA. Drawing from the conceptual framework which was carved in the study on the basis of the theoretical tools (critical realism and educational leadership theory) and methodological tools (CHAT orientated concepts) undergirded by the Vygotskian theorisation of human consciousness development, the study concluded that clergy leadership formation is a collaborative activity which calls for the recognition, appreciation and utilisation of available expertise in ACSA and provision of a platform where participants (formators) could engage collectively on issues relating to their work with the objective of building each other up in knowledge and skills (expansive learning) towards realisation of the goals and objectives of the organisation. Diverse understandings (contradictions) of what needed to be prioritised in the facilitation of clergy leadership formation in ACSA would be considered as a positive rather than a negative. Ultimately, through the use of inductive, abductive and retroductive modes of inference, the study modelled a transforming, transformational, transformative, embodied and incarnational model of clergy leadership formation which ACSA could consider using in future deliberations on the object of study particularly in relation to the key research findings across the case studies which were used in the study.
- Full Text:
- Date Issued: 2019
- Authors: Chinganga, Percy
- Date: 2019
- Subjects: Leadership -- Africa, Southern -- Religious aspects -- Christianity , Church management -- Africa, Southern , Critical realism , Educational leadership , Anglican Church of Southern Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/92258 , vital:30704
- Description: The focus of this study was to investigate the kind of learning that happened when participants involved in clergy leadership formation programmes and activities in the Anglican Church of Southern Africa (ACSA) engaged in their responsibilities as a collective. Further, the research sought to explore collaborative and transforming practices in ACSA clergy leadership formation programmes and activities which could be expanded through learning. The study is premised on an investigation of the historical foundations of Christian leadership formation processes which sought to establish clergy leadership formation models relevant to ACSA (the context of the study) from inception (1848) to date (2017). This entailed investigating how the developments which have happened in the church from its inception in the New Testament times through the Medieval and Reformation periods, have contributed to the emergence of distinct Christian leadership formation models which have formed the basis of clergy leadership formation in ACSA. Accordingly, the study highlighted key issues relating to clergy leadership formation which are discernible in the different historical phases of the life and work of the church with the objective of establishing how ACSA, through expansive learning, could transform her current clergy leadership formation model(s) towards collaborative and transforming practices. The concept of expansive learning, drawn from Cultural Historical Activity Theory (CHAT), was used in the study as a methodological tool to create an environment where research participants (formators) from several dioceses would engage in collective work activities which would surface contradictions relating to how clergy leadership formation programmes and activities were understood and facilitated in ACSA. In response to the surfaced contradictions, the study engaged research participants in Change Laboratory Workshops whose goal was to transform the organisation (ACSA) in two particular ways: empowerment of participants (formators) with conceptual tools relevant to their responsibilities in clergy leadership formation programmes and activities in ACSA, and improvement of organisational cultural practices, that is, the manner in which ACSA ought to conceptualise, design, plan, facilitate and manage clergy leadership formation programmes and activities. The latter brought into the discourse the need for participants (formators) to select and employ methodologies, methods, approaches and resources relevant to the southern African context where ACSA is located even though the study also acknowledged the influence of other Anglican Church contexts on what happened at the local level. In order to decipher meaning out of investigated phenomena about clergy leadership formation in ACSA, the study employed the critical realist “underlabouring” philosophy advanced by theorists such as Bhaskar to surface underlying mechanisms that exist at the level of the “real” in order to understand the causes of particular events and experiences as they manifest in the “actual” and “empirical” domains of the world, ACSA in the case of the study. In particular, the study engaged critically the opinion deliberated by critical realists concerning the interplay between structure and agency in relation to the responsibilities of the research participants (formators) in ACSA clergy leadership formation programmes and activities. For instance, the study had an interest in investigating why bishops (principal formators in ACSA) exercised their episcopal authority in the manner they do and why individual formators were concerned about particular issues which relate to the facilitation of clergy leadership formation in ACSA (agential reflexivity/subjectivity). The study observed that, in the case of diocesan bishops, critical realists would argue that, by virtue of the authority which comes with their responsibilities (agency), they have the power to influence transformation of practices in clergy leadership formation in ACSA at any given point in time. The flip side of the discourse was also taken note of: that some bishops, for reasons known to themselves and their predecessors, are often reluctant to embrace new ideas relating to clergy leadership formation practices in their dioceses. Further, through critical realist lens, the study concluded that Canons, Vision and Mission statements, Acts, and structures such as Synod of Bishops, Provincial Synod, ABoTE, Cott, and TfM structurally shape ACSA, thus providing the organisation with a stable ontology which ought to direct, regulate and control the manner in which clergy leadership formation programmes and activities were conceptualised, designed, planned, facilitated and managed. As such, the study had an interest in establishing what would happen, in relation to clergy leadership formation practices in ACSA, when these structures would have been activated? Beyond that, in view of the goal of the study, it was enquired how expansive learning processes could be helpful in responding to the research findings towards exploring collaborative and transforming clergy leadership formation practices in ACSA. Drawing from the conceptual framework which was carved in the study on the basis of the theoretical tools (critical realism and educational leadership theory) and methodological tools (CHAT orientated concepts) undergirded by the Vygotskian theorisation of human consciousness development, the study concluded that clergy leadership formation is a collaborative activity which calls for the recognition, appreciation and utilisation of available expertise in ACSA and provision of a platform where participants (formators) could engage collectively on issues relating to their work with the objective of building each other up in knowledge and skills (expansive learning) towards realisation of the goals and objectives of the organisation. Diverse understandings (contradictions) of what needed to be prioritised in the facilitation of clergy leadership formation in ACSA would be considered as a positive rather than a negative. Ultimately, through the use of inductive, abductive and retroductive modes of inference, the study modelled a transforming, transformational, transformative, embodied and incarnational model of clergy leadership formation which ACSA could consider using in future deliberations on the object of study particularly in relation to the key research findings across the case studies which were used in the study.
- Full Text:
- Date Issued: 2019
Expansive Social Learning, Morphogenesis and Reflexive Action in an Organization Responding to Wetland Degradation
- Lindley, David S, Lotz-Sisitka, Heila
- Authors: Lindley, David S , Lotz-Sisitka, Heila
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182450 , vital:43831 , xlink:href="https://doi.org/10.3390/su11154230"
- Description: This study (conducted as PhD research at Rhodes University, South Africa) describes a formative interventionist research project conducted to explore factors inhibiting improved wetland management within a corporate plantation forestry context and determine if, and how, expansive social learning processes could strengthen organizational learning and development to overcome these factors. A series of formative interventionist workshops and feedback meetings took place over three years; developing new knowledge amongst staff of Company X, and improved wetland management practices. Through the expansive learning process, the tensions and contradictions that emerged became generative, supporting expansive learning that was reflectively engaged with throughout the research period. The study was== supported by an epistemological framework of cultural historical activity theory and expansive learning. Realist social theory, emerging from critical realism, with its methodological compliment the morphogenetic framework gave the research the depth of detail required to explain how the expansive learning, organizational social change, and boundary crossings that are necessary for assembling the collective were taking place. This provided ontological depth to the research. The research found that expansive learning processes, which are also social learning processes (hence we use the term ‘expansive social learning’, supported organizational learning and development for improved wetland management. Five types of changes emerged from the research: (1) Changes in structure, (2) changes in practice, (3) changes in approach, (4) changes in discourse, and (5) changes in knowledge, values, and thinking. The study was able to explain how these changes occurred via the interaction of structural emergent properties and powers; cultural emergent properties and powers; and personal emergent properties and powers of agents. It was concluded that expansive learning could provide an environmental education platform to proactively work with the sociological potential of morphogenesis to bring about future change via an open-ended participatory and reflexive expansive learning process.
- Full Text:
- Date Issued: 2019
- Authors: Lindley, David S , Lotz-Sisitka, Heila
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/182450 , vital:43831 , xlink:href="https://doi.org/10.3390/su11154230"
- Description: This study (conducted as PhD research at Rhodes University, South Africa) describes a formative interventionist research project conducted to explore factors inhibiting improved wetland management within a corporate plantation forestry context and determine if, and how, expansive social learning processes could strengthen organizational learning and development to overcome these factors. A series of formative interventionist workshops and feedback meetings took place over three years; developing new knowledge amongst staff of Company X, and improved wetland management practices. Through the expansive learning process, the tensions and contradictions that emerged became generative, supporting expansive learning that was reflectively engaged with throughout the research period. The study was== supported by an epistemological framework of cultural historical activity theory and expansive learning. Realist social theory, emerging from critical realism, with its methodological compliment the morphogenetic framework gave the research the depth of detail required to explain how the expansive learning, organizational social change, and boundary crossings that are necessary for assembling the collective were taking place. This provided ontological depth to the research. The research found that expansive learning processes, which are also social learning processes (hence we use the term ‘expansive social learning’, supported organizational learning and development for improved wetland management. Five types of changes emerged from the research: (1) Changes in structure, (2) changes in practice, (3) changes in approach, (4) changes in discourse, and (5) changes in knowledge, values, and thinking. The study was able to explain how these changes occurred via the interaction of structural emergent properties and powers; cultural emergent properties and powers; and personal emergent properties and powers of agents. It was concluded that expansive learning could provide an environmental education platform to proactively work with the sociological potential of morphogenesis to bring about future change via an open-ended participatory and reflexive expansive learning process.
- Full Text:
- Date Issued: 2019
Expectations and experiences of talent management across South Africa and the effect on retention
- Authors: Du Randt, Jean
- Date: 2019
- Subjects: Employee retention -- South Africa , Employee selection Manpower planning Personnel management
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/39556 , vital:35290
- Description: The “war on talent” is intensifying and effective talent management strategies are imperative for business success. This study explores the expectations and experiences of talent management strategies amongst employees across South Africa and their impact on retention. The literature review covers the constructs of talent management, working environment, rewards, leadership, race, age and gender as well as retention. A quantitative survey approach with comparative studies was adopted. A snowball convenience sampling method was used with links to an on-line questionnaire e-mailed to potential respondents. A total of 711 useable responses were received. Statistical analysis included factor analysis, Cronbach alpha reliability testing, mean factor scores, paired samplet-tests, Pearson’s correlations, T-tests and ANOVAs. The study found that leadership was the factor rated as most important followed by working environment and development. Respondents reported significant differences between expectations and employer ratings on all factors, with cash rewards being the greatest source of dissatisfaction. Experiences of work environment, leadership and development indicated stronger correlations to retention than cash rewards. Women, millennials and non-whites demonstrated the highest retention risks. A significant negative correlation was found between the respondents’ reported experience of leadership, work environment and development and the importance they attached to cash rewards. The study supports Hertzberg’s classification of cash rewards as a hygiene factor and Alderfer’s ERG theory’s concept of frustration-regression. This has significant implications for the focus of talent and retention strategies, and it is proposed that improving the quality of leadership, work environments and development opportunities will decrease the current over-reliance on monetary rewards as a retention tool.
- Full Text:
- Date Issued: 2019
- Authors: Du Randt, Jean
- Date: 2019
- Subjects: Employee retention -- South Africa , Employee selection Manpower planning Personnel management
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/39556 , vital:35290
- Description: The “war on talent” is intensifying and effective talent management strategies are imperative for business success. This study explores the expectations and experiences of talent management strategies amongst employees across South Africa and their impact on retention. The literature review covers the constructs of talent management, working environment, rewards, leadership, race, age and gender as well as retention. A quantitative survey approach with comparative studies was adopted. A snowball convenience sampling method was used with links to an on-line questionnaire e-mailed to potential respondents. A total of 711 useable responses were received. Statistical analysis included factor analysis, Cronbach alpha reliability testing, mean factor scores, paired samplet-tests, Pearson’s correlations, T-tests and ANOVAs. The study found that leadership was the factor rated as most important followed by working environment and development. Respondents reported significant differences between expectations and employer ratings on all factors, with cash rewards being the greatest source of dissatisfaction. Experiences of work environment, leadership and development indicated stronger correlations to retention than cash rewards. Women, millennials and non-whites demonstrated the highest retention risks. A significant negative correlation was found between the respondents’ reported experience of leadership, work environment and development and the importance they attached to cash rewards. The study supports Hertzberg’s classification of cash rewards as a hygiene factor and Alderfer’s ERG theory’s concept of frustration-regression. This has significant implications for the focus of talent and retention strategies, and it is proposed that improving the quality of leadership, work environments and development opportunities will decrease the current over-reliance on monetary rewards as a retention tool.
- Full Text:
- Date Issued: 2019
Experiences of female adolescents attending community health centres regarding the use of contraceptives in Buffalo City Health District
- Authors: Summerton, Glenda
- Date: 2019
- Subjects: Contraceptives -- South Africa -- Buffalo City Metropolitan Municipality , Teenagers -- Sexual behavior -- South Africa -- Eastern Cape Teenagers -- South Africa -- Eastern Cape -- Attitudes Adolescence -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MCur
- Identifier: http://hdl.handle.net/10948/43968 , vital:37088
- Description: Family planning is a broad term that encompasses the provision of contraceptive methods to sexually active women or girls and includes fertility planning. Despite the widespread availability of knowledge about modern contraception, many young people do not use contraception or use it inconsistently and incorrectly. The purpose of the study was to explore and describe the experiences of female adolescents attending community health centres regarding contraceptive usage. The study also intended to provide recommendations to the district health office and facility managers at community health centres regarding care and support of adolescents concerning their use of contraceptives. The study utilised a qualitative, exploratory, descriptive, and contextual research design. The target group comprised of female adolescents attending community health centres in Buffalo City Health District, for contraceptive and adolescentfriendly services. A purposeful sampling technique was used to select the community health centres in the study and the researcher used convenience sampling to select participants at each community health centre. The researcher used semi-structured interviews to interview the participants regarding their experiences of using contraceptives. Tesch’s thematic method of data analysis was used to analyse the data. The researcher adhered to all the ethical principles of the Belmont Report while conducting the study. The analysed data indicated the issue of access to contraceptives and their usage as a challenge to many female adolescents attending the community health centres in Buffalo City Municipality. Adolescents expressed a range of negative emotions regarding the consequences of not using contraceptives and some also complained about the side effects of using contraception. Some adolescents felt that nurses did not always provide them with quality care, while others experienced receiving patient-centred, holistic care from clinic nurses, as well as health education regarding contraceptive usage from nurses and life orientation teachers. However, female adolescents called for an increase in reproductive health education at clinics and hospitals. They also expressed the need for regular school involvement regarding the education of adolescents on the various aspects of contraceptive usage. Hence, it is hoped that the recommendations from this study will assist the DoH to better assist adolescent females with contraceptive usage.
- Full Text:
- Date Issued: 2019
- Authors: Summerton, Glenda
- Date: 2019
- Subjects: Contraceptives -- South Africa -- Buffalo City Metropolitan Municipality , Teenagers -- Sexual behavior -- South Africa -- Eastern Cape Teenagers -- South Africa -- Eastern Cape -- Attitudes Adolescence -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MCur
- Identifier: http://hdl.handle.net/10948/43968 , vital:37088
- Description: Family planning is a broad term that encompasses the provision of contraceptive methods to sexually active women or girls and includes fertility planning. Despite the widespread availability of knowledge about modern contraception, many young people do not use contraception or use it inconsistently and incorrectly. The purpose of the study was to explore and describe the experiences of female adolescents attending community health centres regarding contraceptive usage. The study also intended to provide recommendations to the district health office and facility managers at community health centres regarding care and support of adolescents concerning their use of contraceptives. The study utilised a qualitative, exploratory, descriptive, and contextual research design. The target group comprised of female adolescents attending community health centres in Buffalo City Health District, for contraceptive and adolescentfriendly services. A purposeful sampling technique was used to select the community health centres in the study and the researcher used convenience sampling to select participants at each community health centre. The researcher used semi-structured interviews to interview the participants regarding their experiences of using contraceptives. Tesch’s thematic method of data analysis was used to analyse the data. The researcher adhered to all the ethical principles of the Belmont Report while conducting the study. The analysed data indicated the issue of access to contraceptives and their usage as a challenge to many female adolescents attending the community health centres in Buffalo City Municipality. Adolescents expressed a range of negative emotions regarding the consequences of not using contraceptives and some also complained about the side effects of using contraception. Some adolescents felt that nurses did not always provide them with quality care, while others experienced receiving patient-centred, holistic care from clinic nurses, as well as health education regarding contraceptive usage from nurses and life orientation teachers. However, female adolescents called for an increase in reproductive health education at clinics and hospitals. They also expressed the need for regular school involvement regarding the education of adolescents on the various aspects of contraceptive usage. Hence, it is hoped that the recommendations from this study will assist the DoH to better assist adolescent females with contraceptive usage.
- Full Text:
- Date Issued: 2019
experiences of female sex workers in Buffalo City Metropolitan Municipality, Eastern Cape
- Authors: Gcina, Boniswa Letticia
- Date: 2019
- Subjects: Prostitutes
- Language: English
- Type: Thesis , Masters , MPH
- Identifier: http://hdl.handle.net/10353/16730 , vital:40768
- Description: The phenomenon of female sex workers in South Africa is yet to be understood from both the cultural and legal perspectives. This gap leads to various challenges experienced by female sex workers in the country. The purpose of this study was to explore the experiences of female sex workers in Buffalo City Metropolitan, Eastern Cape Province. A descriptive phenomenological design was used to gain in-depth understanding and knowledge on the experiences of female sex workers’ in reality and social context. The study targeted female sex workers aged between 18-49 years for interviews. Purposive sampling technique was used to recruit female sex workers and four focus groups of five members in each group were interviewed to collect data. Due to the sensitivity of the research topic, ethical approvals were sought and granted by University of Fort Hare Research Ethics Committee and the Eastern Cape Department of Health. Further, informed consent was obtained from study participants before data collection begun. Data analysis was done by using Tesch’ method steps. The findings indicated that in Buffalo City Metropolitan the female sex workers were experiencing human rights violation, stigma and discrimination, they were at risk of contracting HIV due to the nature of their work, and they were at risk of being in conflict with the law due to the nature of sex work in South Africa. The study recommends on the decriminalization of sex work in order to decrease rate of violence, rape and exploitation of female sex workers; the closure of all Illegal brothels as they promote drugs and substance abuse among this vulnerable group; and provision of counselling sessions for female sex workers by the Department of Social Welfare. The study concludes that peer educators training and embarking on campaigns in the community, media and social networks to promote ‘Anti-violence against sex workers’ is necessary. Therefore, the female sex workers need to be protected by police from any form of abuse and violence by the community, clients and pimps. This can address the psychological stress displayed by female sex workers in the studydomain
- Full Text:
- Date Issued: 2019
- Authors: Gcina, Boniswa Letticia
- Date: 2019
- Subjects: Prostitutes
- Language: English
- Type: Thesis , Masters , MPH
- Identifier: http://hdl.handle.net/10353/16730 , vital:40768
- Description: The phenomenon of female sex workers in South Africa is yet to be understood from both the cultural and legal perspectives. This gap leads to various challenges experienced by female sex workers in the country. The purpose of this study was to explore the experiences of female sex workers in Buffalo City Metropolitan, Eastern Cape Province. A descriptive phenomenological design was used to gain in-depth understanding and knowledge on the experiences of female sex workers’ in reality and social context. The study targeted female sex workers aged between 18-49 years for interviews. Purposive sampling technique was used to recruit female sex workers and four focus groups of five members in each group were interviewed to collect data. Due to the sensitivity of the research topic, ethical approvals were sought and granted by University of Fort Hare Research Ethics Committee and the Eastern Cape Department of Health. Further, informed consent was obtained from study participants before data collection begun. Data analysis was done by using Tesch’ method steps. The findings indicated that in Buffalo City Metropolitan the female sex workers were experiencing human rights violation, stigma and discrimination, they were at risk of contracting HIV due to the nature of their work, and they were at risk of being in conflict with the law due to the nature of sex work in South Africa. The study recommends on the decriminalization of sex work in order to decrease rate of violence, rape and exploitation of female sex workers; the closure of all Illegal brothels as they promote drugs and substance abuse among this vulnerable group; and provision of counselling sessions for female sex workers by the Department of Social Welfare. The study concludes that peer educators training and embarking on campaigns in the community, media and social networks to promote ‘Anti-violence against sex workers’ is necessary. Therefore, the female sex workers need to be protected by police from any form of abuse and violence by the community, clients and pimps. This can address the psychological stress displayed by female sex workers in the studydomain
- Full Text:
- Date Issued: 2019
Experiences of judicial officers’ inclusion of victim impact reports during the criminal justice process
- Authors: Phillips, Adelette
- Date: 2019
- Subjects: Victim impact reports
- Language: English
- Type: Thesis , Masters , MSW
- Identifier: http://hdl.handle.net/10948/44676 , vital:38153
- Description: Judicial officers have a responsibility to bring about a victim-centred approach within the criminal justice system. Victims’ participation is promoted through inclusion of victim impact evidence; however, challenges are experienced in the criminal justice system. Victim impact reports, as an option to provide this evidence, are selectively requested by judicial officers. Underpinned by the General Theory of Victimology, this study explored the experiences of judicial officers’ inclusion of victim impact reports during the criminal justice process. Highlighting the factors that motivate the inclusion of these reports during the criminal justice process. This qualitative study employed an exploratory, descriptive, contextual design. Non-probability purposive sampling was used to select magistrates and prosecutors to participate in individual semistructured interviews. Data collected was analysed using thematic data analysis and various data verification strategies were used to ensure trustworthiness of the findings. Judicial officers had positive and negative experiences of including victim impact reports. Most judicial officers are positively inclined to include victim impact reports as they provide insight into the harm or impact of the crime. This study contributed to a greater understanding of the internal and external factors that motivate judicial officers to include victim impact reports during the criminal justice process. The findings revealed that the lack of specialised victim services and victim service social workers are barriers to judicial officers embracing a victim-centred approach through the inclusion of victim impact reports. Victim services legislation must address the lack of victim services providers and acknowledge the statutory obligation of victim service social workers.
- Full Text:
- Date Issued: 2019
- Authors: Phillips, Adelette
- Date: 2019
- Subjects: Victim impact reports
- Language: English
- Type: Thesis , Masters , MSW
- Identifier: http://hdl.handle.net/10948/44676 , vital:38153
- Description: Judicial officers have a responsibility to bring about a victim-centred approach within the criminal justice system. Victims’ participation is promoted through inclusion of victim impact evidence; however, challenges are experienced in the criminal justice system. Victim impact reports, as an option to provide this evidence, are selectively requested by judicial officers. Underpinned by the General Theory of Victimology, this study explored the experiences of judicial officers’ inclusion of victim impact reports during the criminal justice process. Highlighting the factors that motivate the inclusion of these reports during the criminal justice process. This qualitative study employed an exploratory, descriptive, contextual design. Non-probability purposive sampling was used to select magistrates and prosecutors to participate in individual semistructured interviews. Data collected was analysed using thematic data analysis and various data verification strategies were used to ensure trustworthiness of the findings. Judicial officers had positive and negative experiences of including victim impact reports. Most judicial officers are positively inclined to include victim impact reports as they provide insight into the harm or impact of the crime. This study contributed to a greater understanding of the internal and external factors that motivate judicial officers to include victim impact reports during the criminal justice process. The findings revealed that the lack of specialised victim services and victim service social workers are barriers to judicial officers embracing a victim-centred approach through the inclusion of victim impact reports. Victim services legislation must address the lack of victim services providers and acknowledge the statutory obligation of victim service social workers.
- Full Text:
- Date Issued: 2019
Experiences of judicial officers’ inclusion of victim impact reports during the criminal justice process
- Authors: Phillips, Adelette
- Date: 2019
- Subjects: Victims of crimes , Social service -- Research Social service -- Admnistration
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/45064 , vital:38230
- Description: Judicial officers have a responsibility to bring about a victim-centred approach within the criminal justice system. Victims’ participation is promoted through inclusion of victim impact evidence; however, challenges are experienced in the criminal justice system. Victim impact reports, as an option to provide this evidence, are selectively requested by judicial officers. Underpinned by the General Theory of Victimology, this study explored the experiences of judicial officers’ inclusion of victim impact reports during the criminal justice process. Highlighting the factors that motivate the inclusion of these reports during the criminal justice process. This qualitative study employed an exploratory, descriptive, contextual design. Non-probability purposive sampling was used to select magistrates and prosecutors to participate in individual semi-structured interviews. Data collected was analysed using thematic data analysis and various data verification strategies were used to ensure trustworthiness of the findings. Judicial officers had positive and negative experiences of including victim impact reports. Most judicial officers are positively inclined to include victim impact reports as they provide insight into the harm or impact of the crime. This study contributed to a greater understanding of the internal and external factors that motivate judicial officers to include victim impact reports during the criminal justice process. The findings revealed that the lack of specialised victim services and victim service social workers are barriers to judicial officers embracing a victim-centred approach through the inclusion of victim impact reports. Victim services legislation must address the lack of victim services providers and acknowledge the statutory obligation of victim service social workers.
- Full Text:
- Date Issued: 2019
- Authors: Phillips, Adelette
- Date: 2019
- Subjects: Victims of crimes , Social service -- Research Social service -- Admnistration
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/45064 , vital:38230
- Description: Judicial officers have a responsibility to bring about a victim-centred approach within the criminal justice system. Victims’ participation is promoted through inclusion of victim impact evidence; however, challenges are experienced in the criminal justice system. Victim impact reports, as an option to provide this evidence, are selectively requested by judicial officers. Underpinned by the General Theory of Victimology, this study explored the experiences of judicial officers’ inclusion of victim impact reports during the criminal justice process. Highlighting the factors that motivate the inclusion of these reports during the criminal justice process. This qualitative study employed an exploratory, descriptive, contextual design. Non-probability purposive sampling was used to select magistrates and prosecutors to participate in individual semi-structured interviews. Data collected was analysed using thematic data analysis and various data verification strategies were used to ensure trustworthiness of the findings. Judicial officers had positive and negative experiences of including victim impact reports. Most judicial officers are positively inclined to include victim impact reports as they provide insight into the harm or impact of the crime. This study contributed to a greater understanding of the internal and external factors that motivate judicial officers to include victim impact reports during the criminal justice process. The findings revealed that the lack of specialised victim services and victim service social workers are barriers to judicial officers embracing a victim-centred approach through the inclusion of victim impact reports. Victim services legislation must address the lack of victim services providers and acknowledge the statutory obligation of victim service social workers.
- Full Text:
- Date Issued: 2019
Experiences of midwives regarding the use of pharmacological and non-pharmacological labour pain interventions in Lejweleputswa district in Free State
- Parkies, Limakatso Elizabeth
- Authors: Parkies, Limakatso Elizabeth
- Date: 2019
- Subjects: Anesthesia in obstetrics , Labor (Obstetrics) , Pain -- Treatment
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/27187 , vital:66387
- Description: Due to the disabling effects of severe labour pains, labour pain management remains an important topic in midwifery and needs to be reviewed more often. According to studies, various pain relief options, both pharmacological and non-pharmacological, are available to help women cope with pain, but midwives did not employ these techniques adequately because of various experiences. Studies further indicate that, though the limited number of these techniques were employed they were not effective on some women. Thus, the purpose of this research study was to explore and describe midwives’ experiences on pharmacological and non-pharmacological labour pain management in the Lejweleputswa District of the Free State Province. This study employed a qualitative, descriptive, explorative, and contextual design. A purposive sampling technique was used to select the participants. The target population was midwives who work in the maternity wards of the institutions under study with three to five years’ experience in midwifery. Individual, face-face, semi-structured interviews were conducted; these were recorded for the researcher’s reference purposes, so as not to overlook important information. In addition, the researcher made use of field notes, recording in them what was heard, observed, felt, experienced, and thought during the interview. Ethical principles and trustworthiness were maintained throughout this study. Data analysis was done using Tesch’s approach to open coding in qualitative research. Confidentiality and anonymity were ensured throughout the interviews. The nine themes and 19 sub-themes that emerged during data analysis were discussed comprehensively. The findings indicate that midwives use both pharmacological and non-pharmacological methods in managing labour pain. Some methods are effective in relieving pain for certain mothers, while other methods proved ineffective. Midwives administer Pethidine and Phenergan as per doctors’ prescription; non-pharmacological methods, such as back massage, deep breathing exercises, mobilisation, and warm baths or showers are also employed. Midwives provide pharmacological methods to all women in labour, and routinely employ non-pharmacological methods. Although the midwives are willing to manage patients’ pain, they face certain challenges, such as shortage of staff, increased workload, as well as inadequate resources. This leads to inadequate provision of non-pharmacological care. In conclusion, the midwives’ experiences were that both pharmacological and non-pharmacological techniques were used for all labouring women and they had relaxing and calming effects on some women, resulting to them giving birth with ease, although for some they were not effective. In addition, the pharmacological interventions caused drowsiness to some women and babies. The findings will provide evidence-based information to the Free State Department of Health in order to assist policymakers and stakeholders in initiating and developing appropriate policies, guidelines, and interventions that can improve labour pain management. The Free State Department of Health should consider using other opioids and non-opioids in managing labour pain to broaden the scope of pain relief methods available to the midwives. , Thesis (MPH) -- Faculty of Health Sciences, 2019
- Full Text:
- Date Issued: 2019
- Authors: Parkies, Limakatso Elizabeth
- Date: 2019
- Subjects: Anesthesia in obstetrics , Labor (Obstetrics) , Pain -- Treatment
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/27187 , vital:66387
- Description: Due to the disabling effects of severe labour pains, labour pain management remains an important topic in midwifery and needs to be reviewed more often. According to studies, various pain relief options, both pharmacological and non-pharmacological, are available to help women cope with pain, but midwives did not employ these techniques adequately because of various experiences. Studies further indicate that, though the limited number of these techniques were employed they were not effective on some women. Thus, the purpose of this research study was to explore and describe midwives’ experiences on pharmacological and non-pharmacological labour pain management in the Lejweleputswa District of the Free State Province. This study employed a qualitative, descriptive, explorative, and contextual design. A purposive sampling technique was used to select the participants. The target population was midwives who work in the maternity wards of the institutions under study with three to five years’ experience in midwifery. Individual, face-face, semi-structured interviews were conducted; these were recorded for the researcher’s reference purposes, so as not to overlook important information. In addition, the researcher made use of field notes, recording in them what was heard, observed, felt, experienced, and thought during the interview. Ethical principles and trustworthiness were maintained throughout this study. Data analysis was done using Tesch’s approach to open coding in qualitative research. Confidentiality and anonymity were ensured throughout the interviews. The nine themes and 19 sub-themes that emerged during data analysis were discussed comprehensively. The findings indicate that midwives use both pharmacological and non-pharmacological methods in managing labour pain. Some methods are effective in relieving pain for certain mothers, while other methods proved ineffective. Midwives administer Pethidine and Phenergan as per doctors’ prescription; non-pharmacological methods, such as back massage, deep breathing exercises, mobilisation, and warm baths or showers are also employed. Midwives provide pharmacological methods to all women in labour, and routinely employ non-pharmacological methods. Although the midwives are willing to manage patients’ pain, they face certain challenges, such as shortage of staff, increased workload, as well as inadequate resources. This leads to inadequate provision of non-pharmacological care. In conclusion, the midwives’ experiences were that both pharmacological and non-pharmacological techniques were used for all labouring women and they had relaxing and calming effects on some women, resulting to them giving birth with ease, although for some they were not effective. In addition, the pharmacological interventions caused drowsiness to some women and babies. The findings will provide evidence-based information to the Free State Department of Health in order to assist policymakers and stakeholders in initiating and developing appropriate policies, guidelines, and interventions that can improve labour pain management. The Free State Department of Health should consider using other opioids and non-opioids in managing labour pain to broaden the scope of pain relief methods available to the midwives. , Thesis (MPH) -- Faculty of Health Sciences, 2019
- Full Text:
- Date Issued: 2019
Experiences of psychologists working with female childhood sexual abuse (CSA) survivors
- Ntshangase, Nandisile Elaine
- Authors: Ntshangase, Nandisile Elaine
- Date: 2019
- Subjects: Adult child sexual abuse victims -- Counseling of , Child sexual abuse , Sexually abused children , Psychologists , Psychology
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/42694 , vital:36681
- Description: Clients who experienced childhood sexual abuse may interact with psychologists in compelling ways. By virtue of the symptoms and personality implications, for instance, strong patterns of borderline and histrionic personality functioning, have been linked to the history of sexual abuse. Implicit to this, is that it is likely that the client will challenge the therapist with regards to both the theoretical approach taken, as well as the therapeutic style adopted. In addition, such clients are likely to project their need for a therapeutic interaction that is both genuine, empathic and at the same time, flexible. In light of this, it is not uncommon for healthcare practitioners to consider such clients as “difficult” in some way or the other. This could impact the psychologist as well, increasing the risk of psychologist stress, frustration and burnout. This study explored South African psychologists’ experiences working therapeutically with female clients who experienced sexual abuse during childhood. The focus was on understanding how the psychologists theoretically understood and practically worked with these clients. A qualitative approach was used and interviews with psychologists practising in the Eastern Cape of South Africa were conducted. The transcripts of the semi-structured interviews were thematically analysed. The thematic analysis yielded three themes, namely, 1) challenges experienced by psychologists; 2) preferred approaches to therapy and 3) coping skills utilized. The study applied the ethical principles concerned with trustworthiness, credibility and reliability.
- Full Text:
- Date Issued: 2019
- Authors: Ntshangase, Nandisile Elaine
- Date: 2019
- Subjects: Adult child sexual abuse victims -- Counseling of , Child sexual abuse , Sexually abused children , Psychologists , Psychology
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/42694 , vital:36681
- Description: Clients who experienced childhood sexual abuse may interact with psychologists in compelling ways. By virtue of the symptoms and personality implications, for instance, strong patterns of borderline and histrionic personality functioning, have been linked to the history of sexual abuse. Implicit to this, is that it is likely that the client will challenge the therapist with regards to both the theoretical approach taken, as well as the therapeutic style adopted. In addition, such clients are likely to project their need for a therapeutic interaction that is both genuine, empathic and at the same time, flexible. In light of this, it is not uncommon for healthcare practitioners to consider such clients as “difficult” in some way or the other. This could impact the psychologist as well, increasing the risk of psychologist stress, frustration and burnout. This study explored South African psychologists’ experiences working therapeutically with female clients who experienced sexual abuse during childhood. The focus was on understanding how the psychologists theoretically understood and practically worked with these clients. A qualitative approach was used and interviews with psychologists practising in the Eastern Cape of South Africa were conducted. The transcripts of the semi-structured interviews were thematically analysed. The thematic analysis yielded three themes, namely, 1) challenges experienced by psychologists; 2) preferred approaches to therapy and 3) coping skills utilized. The study applied the ethical principles concerned with trustworthiness, credibility and reliability.
- Full Text:
- Date Issued: 2019
Experiences of undergraduate diagnostic radiography students regarding assessor feedback during summative clinical assessments
- Authors: Hodgson, Hayley Dianne
- Date: 2019
- Subjects: Medical education , Teacher-student relationships Communication in education Mentoring in education Radiography, Medical -- Digital techniques
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: http://hdl.handle.net/10948/42296 , vital:36643
- Description: Assessment and feedback are closely interlinked terms. High quality feedback within education and assessment can have a profound influence on learning. Summative clinical assessments and feedback, conducted in clinical training sites, are vital steps in successfully preparing an undergraduate diagnostic radiography student for the desired outcome of a competent, skilled diagnostic radiographer. Feedback has the potential to close the gap between a student’s actual clinical performance and desired clinical performance. Despite the importance of feedback, students across the globe, particularly in the health professions, are dissatisfied with the current feedback systems. Failure to provide effective feedback within the clinical context can be detrimental to patient safety because students have a false impression of their clinical skills and competencies. The aim of the study was to explore and describe the experiences of undergraduate diagnostic radiography students regarding assessor feedback during summative clinical assessments. A qualitative, exploratory, descriptive, and contextual research design was used to gain in-depth knowledge of the experiences of undergraduate diagnostic radiography students regarding assessor feedback during summative clinical assessments. Data were gathered from students by means of semi-structured focus group interviews. Data were transcribed verbatim and coded using Tesch’s eight steps. Two principle themes emerged from the data analysis. Theme 1 unpacked whether an assessor is an ally or foe. Theme 2 focussed on key elements that influence the nature of the feedback process. There were various positive experiences regarding assessor feedback during the summative clinical assessments reported by the participants. However, they were dissatisfied with numerous aspects of assessor feedback during their summative clinical assessments and this subsequently impeded their learning experience. Measures to ensure trustworthiness and ethical research practices governed this research study. Based on the findings, the recommendations include that the higher education institution, clinical supervisors, and radiography students, should utilise feedback as a learning tool for skills development during summative clinical assesssments.
- Full Text:
- Date Issued: 2019
- Authors: Hodgson, Hayley Dianne
- Date: 2019
- Subjects: Medical education , Teacher-student relationships Communication in education Mentoring in education Radiography, Medical -- Digital techniques
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: http://hdl.handle.net/10948/42296 , vital:36643
- Description: Assessment and feedback are closely interlinked terms. High quality feedback within education and assessment can have a profound influence on learning. Summative clinical assessments and feedback, conducted in clinical training sites, are vital steps in successfully preparing an undergraduate diagnostic radiography student for the desired outcome of a competent, skilled diagnostic radiographer. Feedback has the potential to close the gap between a student’s actual clinical performance and desired clinical performance. Despite the importance of feedback, students across the globe, particularly in the health professions, are dissatisfied with the current feedback systems. Failure to provide effective feedback within the clinical context can be detrimental to patient safety because students have a false impression of their clinical skills and competencies. The aim of the study was to explore and describe the experiences of undergraduate diagnostic radiography students regarding assessor feedback during summative clinical assessments. A qualitative, exploratory, descriptive, and contextual research design was used to gain in-depth knowledge of the experiences of undergraduate diagnostic radiography students regarding assessor feedback during summative clinical assessments. Data were gathered from students by means of semi-structured focus group interviews. Data were transcribed verbatim and coded using Tesch’s eight steps. Two principle themes emerged from the data analysis. Theme 1 unpacked whether an assessor is an ally or foe. Theme 2 focussed on key elements that influence the nature of the feedback process. There were various positive experiences regarding assessor feedback during the summative clinical assessments reported by the participants. However, they were dissatisfied with numerous aspects of assessor feedback during their summative clinical assessments and this subsequently impeded their learning experience. Measures to ensure trustworthiness and ethical research practices governed this research study. Based on the findings, the recommendations include that the higher education institution, clinical supervisors, and radiography students, should utilise feedback as a learning tool for skills development during summative clinical assesssments.
- Full Text:
- Date Issued: 2019