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Experiences of young adults living with type 1 diabetes mellitus regarding self-management and lifestyle adaptation in the Nelson Mandela Bay Health District

  • Authors: Fayindlala, Meliswa Theodora
  • Date: 2019
  • Subjects: Diabetes -- Treatment , Diabetes Lifestyles -- Health aspects
  • Language: English
  • Type: Thesis , Masters , MCur
  • Identifier: http://hdl.handle.net/10948/39818 , vital:35476
  • Description: Living with type1 diabetes mellitus (T1DM), which is a challenging disease, is especially difficult during the young adult stage of development. This developmental stage is characterised as complex; difficult even for healthy individuals. There is an estimated worldwide increase of 415 million young adults living with T1DM, and this number is projected to rise to 642 million by 2040. Recent statistics indicate that this increase holds true for South Africa. T1DM has an early onset and is treated with insulin injections up to four (4) times a day. The management of T1DM is best achieved through self-management of an individual living with the disease as well as support from the health care providers, community, and the family. Young adults living with T1DM experience difficulties maintaining optimal blood glucose levels, ranging between four (4) and seven (7) millimoles, during this stressful transition period from childhood to young adulthood. Transitional actions include moving away from home for the first time to study at a tertiary institution, joining the work-force, or entering new relationships, such as getting married and becoming a parent. This phenomenon motivated the researcher to explore and describe the experiences of young adults living with T1DM regarding self-management and lifestyle-adaptation. The study followed a qualitative, exploratory, descriptive, and contextual design. The research population included young adults living with T1DM between the ages of 18 and 25 years in the Nelson Mandela Bay Health District, attending a diabetic clinic at a public tertiary hospital. Purposive sampling was utilised to select the 11 participants. A pilot study was conducted with one (1) participant before the main study commenced to ensure the trustworthiness of the findings. The researcher obtained data through semi-structured one-on-one interviews. Tesch’s method was used to analyse the research data. Once data were analysed; the findings underwent literature control. Lincoln and Guba’s model of trustworthiness was utilised to ensure that the study was trustworthy and credible which consists of the following four criteria: credibility, transferability, dependability, and conformability. Ethical principles such as autonomy, informed consent, beneficence, and justice were considered throughout the study to ensure that participants do not experience any violations during the research study. The results of the data analysis revealed the following main findings: Participants had negative experiences in relation to T1DM. Participants shared their experiences in relation to achieving self-management of T1DM. Recommendations were made to assist registered nurses to manage young adults living with T1DM adequately. The study achieved its intended objective.
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  • Date Issued: 2019

Explaining people's perceptions of invasive alien species: A conceptual framework

  • Authors: Shackleton, Ross T , Richardson, David M , Shackleton, Charlie M , Bennett, Brett , Crowley, Sarah L , Dehnen-Schmutz, Katharina , Estévez, Rodrigo A , Fischer, Anke , Kueffer, Christoph , Kull, Christian , Marchante, Elizabete , Novoa, Ana , Potgieter, Luke J , Vass, Jetske , Vas, Anna S , Larson, Brendon
  • Date: 2019
  • Subjects: To be catalogued
  • Language: English
  • Type: text , article
  • Identifier: http://hdl.handle.net/10962/181356 , vital:43726 , xlink:href="https://doi.org/10.1016/j.jenvman.2018.04.045"
  • Description: Human perceptions of nature and the environment are increasingly being recognised as important for environmental management and conservation. Understanding people's perceptions is crucial for understanding behaviour and developing effective management strategies to maintain, preserve and improve biodiversity, ecosystem services and human well-being. As an interdisciplinary team, we produced a synthesis of the key factors that influence people's perceptions of invasive alien species, and ordered them in a conceptual framework. In a context of considerable complexity and variation across time and space, we identified six broad-scale dimensions: (1) attributes of the individual perceiving the invasive alien species; (2) characteristics of the invasive alien species itself; (3) effects of the invasion (including negative and positive impacts, i.e. benefits and costs); (4) socio-cultural context; (5) landscape context; and (6) institutional and policy context. A number of underlying and facilitating aspects for each of these six overarching dimensions are also identified and discussed. Synthesising and understanding the main factors that influence people's perceptions is useful to guide future research, to facilitate dialogue and negotiation between actors, and to aid management and policy formulation and governance of invasive alien species. This can help to circumvent and mitigate conflicts, support prioritisation plans, improve stakeholder engagement platforms, and implement control measures.
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  • Date Issued: 2019

Exploration of challenges in bringing traditional medicine into SA’s healthcare system, using medicinal plants for treatment of waterborne diarrhoeal diseases as a case study

Exploring a dialogic approach to writing for English second language learners

  • Authors: Domingo, Jamiellah
  • Date: 2019
  • Subjects: Dialogism (Literary analysis) , Creative writing -- Study and teaching Thought and thinking -- Study and teaching Language and languages -- Study and teaching
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: http://hdl.handle.net/10948/39534 , vital:35288
  • Description: In South Africa, most of our children learn in a language other than their home language. Language and Literacy is thus a major concern for many of them who are trying to make meaning of literature. This study was part of a continuing community dialogic engagement project, between the university and a rural high school in Paterson, a rural settlement in the Eastern Cape. The selected school – ‘Sandhill High’ has English as the Language of Teaching and Learning (LOLT) but has predominantly isiXhosa- and a smaller number of Afrikaans home language learners. The aim of this research was to explore how English second language learners, in a rural high school engage with and experience a dialogic approach to writing as a social practice. This was firstly done by, investigating in which ways dialogic writing might encourage participation in literacy as a social practice. Secondly, exploring in which ways the choices of language might engage learners in responding to text. A qualitative, participatory case study was used to interpret the phenomena. To adequately address the research questions, this study was underpinned by Bakhtin’s theory on Dialogism, viewed through the lens of a third space. As this study was about writing, theories of literacies and second language writing were also reviewed. Dialogic journals offer reflective spaces for learners to record their thinking and because reading and writing complement each other, both need ongoing practice. The data was gathered using the dialogic journals and focus group discussions. Data was analysed in a process of thematic narrative analysis. Participation was voluntary and 16, grade 10 learners of the school participated in the study. The significance of this study was that it enabled learners to engage with texts using their choice of language to participate in dialogic journal writing as a social practice.
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  • Date Issued: 2019

Exploring a shift in teacher practices after going through an intervention on the integration of local knowledge in grade 9 physical science lessons

  • Authors: Mika, Rauha T
  • Date: 2019
  • Subjects: Physical sciences -- Study and teaching (Secondary) -- Namibia , Ethnoscience -- Study and teaching -- Namibia , Science -- Study and teaching (Secondary) -- Namibia , Curriculum planning -- Study and teaching -- Namibia
  • Language: English
  • Type: text , Thesis , Masters , MEd
  • Identifier: http://hdl.handle.net/10962/96801 , vital:31323
  • Description: It has been advocated by many scholars that the integration of local or indigenous knowledge into science classrooms might make science more relevant and accessible to learners, particularly in culturally diverse classrooms. As a result, the Namibian Grade 9 Physical Science curriculum expects teachers to integrate learners’ local or indigenous knowledge in their science classrooms. Despite these ideals, there are no clear instructions on how to go about doing this. This is exacerbated in part by the poor or lack of continuing professional development for science teachers. It is against this background that this study sought to explore an intervention on the integration of local or indigenous knowledge in Grade 9 Physical Science lessons. The study is underpinned by an interpretive paradigm and is informed by Vygotsky’s socio-cultural theory and Wenger’s community of practice. Within the interpretive paradigm, a qualitative case study approach was employed. It was carried out in four schools with four Physical Science teachers from Otjiwarongo circuit in Namibia. Qualitative data were generated using workshop discussions, document analysis, semi-structured interviews, classroom observations and reflections. A variety of data generation techniques were used for triangulation and validity purposes. Data were subsequently analysed inductively to come up with themes. The findings of the study revealed that before the intervention the teachers involved in this study had little knowledge about the integration of local or indigenous knowledge in science lessons. However, after their voluntary participation in the intervention, they were enabled to develop and mediate model lessons that integrated local or indigenous knowledge in their classrooms which their learners subsequently found to be stimulating. The findings of the study further revealed that integrating local or indigenous knowledge in science lessons had the potential to promote active participation by learners and foster learning using easily accessible resources. The study thus recommends that teachers should, where possible, strive to integrate learners’ local or indigenous knowledge in science lessons.
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  • Date Issued: 2019

Exploring and expanding transdisciplinary research for sustainable and just natural resource management

  • Authors: Finca, Andiswa , Wolff, Margaret G , Cockburn, Jessica J , de Wet, Christopher J , Bezerra, Joana C , Weaver, Matthew J T , de Vos, Alta , Ralekhetla, Mateboho M , Libala, Notiswa , Mkabile, Qawekazi B , Odume, Oghenekaro N , Palmer, Carolyn G
  • Date: 2019
  • Subjects: To be catalogued
  • Language: English
  • Type: text , article
  • Identifier: http://hdl.handle.net/10962/416307 , vital:71337 , xlink:href="https://doi.org/10.5751/ES-11077-240414"
  • Description: Transdisciplinarity is gaining acceptance in sustainability science research as an approach to work across disparate types of knowledge and practices in order to tackle complex social-ecological problems. On paper, transdisciplinarity appears to be substantially helpful, but in practice, participants may remain voiceless and disadvantaged. In this paper, we retrospectively investigate four case studies using recent design principles for transdisciplinary research, to explore a deeper understanding of the practical successes and failures of transdisciplinary research engagement. We show that the transdisciplinary way of working is time consuming, challenging, and insists that researchers and participants contribute reflexively. Careful attention to research design and methodology is central. The acceptance that complexity renders knowledge provisional, and complete honesty about the purpose of the research are critical to building relationships between researchers and participants. Gaining an understanding of the values people hold influences the research process and the possible outcomes toward sustainable and just natural resource management. We suggest that in order to enable sustainable and just natural resource management, transdisciplinary research should include values and ethics in the design, implementation, and reporting of projects.
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  • Date Issued: 2019

Exploring barriers to the legal adoption of orphaned and vulnerable children amongst the amaXhosa in Queenstown

  • Authors: Xabe, Koleka Beauty
  • Date: 2019
  • Subjects: Adoption , Orphans , Children -- Legal status, laws, etc.
  • Language: English
  • Type: Thesis , Masters , MSW
  • Identifier: http://hdl.handle.net/10353/17597 , vital:41102
  • Description: This study aimed at gaining insights into the barriers that prevent the legal adoption of vulnerable children amongst the amaXhosa in East London and Queenstown. To this end, it examined the knowledge and understanding of amaXhosa people regarding adoption as a permanent placement option for children. The method of investigation was qualitative in nature, as this approach provides a deep description of the phenomenon under study; in this case, the barriers to the legal adoption of vulnerable children amongst the amaXhosa in Queenstown area. Individual interviews were conducted with twelve participants – ten females and two males. Interviewees were foster parents and temporary safe care home employees employed by the Department of Social Development in Queenstown. The study adopted the ‘Circle of Courage’ and the ecological theoretical frameworks. Individual interviews were tape recoded and the transcripts were subject to interpretive analysis according to the guidelines provided by Terre Blanche, Durrheim and Painter (2006). Interviews tended to focus largely on the matter of black children being raised by white parents, people in the same sex domestic relationship, investigated interviewee’s beliefs about adoption within different cultures and its impact on the adoptee. The study also investigated the availability and accessibility of adoption awareness campaigns in their community. The responses of the participants were based on their own experiences, attitudes and external social worker’s report which attained along the process of caring for the (orphan and vulnerable children) OVC’s. The qualitative analysis of the research displays there are various reasons that leads to the decision for not to consider adoption as a placement option for orphan and vulnerable children among the AmaXhosa families. The findings showed that; reasons were both financial constraints, lack of time, race and culture. Despite their decisions and lack of resources, some of the parents appeared to be interested in the option only if they can be provided with support by government. It is evident that the permanent placement (adoption) is the only placement option that can X provide a child with legal rights to a family and award a parent with legal responsibility to a child.
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  • Date Issued: 2019

Exploring cultural understandings of traumatic stress among the Amaxhosa traditional healers in the Eastern Cape

  • Authors: Mlonyeni, Makhi
  • Date: 2019
  • Subjects: Post-traumatic stress disorder -- South Africa -- Eastern Cape , Herbalists -- Psychological aspects Herbalists -- South Africa -- Eastern Cape
  • Language: English
  • Type: Thesis , Masters , MA
  • Identifier: http://hdl.handle.net/10948/45042 , vital:38228
  • Description: Psychology is an essentially Eurocentric discipline. In a world that is becoming progressively aware, tolerant and accepting of differences among people, there is growing interest to challenge and amend psychological constructs that are unfairly generalized universally. Literature abounds with appeals for more research to be conducted on nonwestern cultures so that scholars can be at a better position to ‘decolonise’ the PTSD diagnosis as they will then have an improved understanding of understudied non-western societies. The Eastern Cape province of South Africa is home to the AmaXhosa tribe, the second largest ethnic group in the country. This study seeks to explore indigenous understandings and coping strategies of these people in regards to traumatic exposure. This is done through gaining insights of AmaXhosa traditional healers- Amagqirha (Diviners) and AmaXhwele (Herbalists). A sample of eight participants is sourced from Grahamstown (Makhanda) and the rural areas of Peddie (Ngqushwa). Through the use of two case studies that are presented and open ended follow up questions, the traditional healers relate their perspectives on how they interpret symptoms of psychological trauma and the strategies they employ to facilitate coping/healing of their clients in their context. It was discovered that traditional healers perceived traumatic events as phenomena that befalls only those that are spiritually vulnerable, either due to strained relationships with their ancestors, bewitchment by an enemy or jealous person or simply torment by a wandering wicked spirit. Rituals and practices of how to combat this vulnerability are then outlined.
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  • Date Issued: 2019

Exploring cultural understandings of traumatic stress among the amaXhosa traditional healers in the Eastern Cape

  • Authors: Mlonyeni, Makhi
  • Date: 2019
  • Subjects: Traditional healers -- Eastern Cape
  • Language: English
  • Type: Thesis , Masters , MA
  • Identifier: http://hdl.handle.net/10948/44692 , vital:38147
  • Description: Psychology is an essentially Eurocentric discipline. In a world that is becoming progressively aware, tolerant and accepting of differences among people, there is growing interest to challenge and amend psychological constructs that are unfairly generalised universally. Literature abounds with appeals for more research to be conducted on non-western cultures so that scholars can be at a better position to ‘decolonise’ the PTSD diagnosis as they will then have an improved understanding of understudied non-western societies. The Eastern Cape province of South Africa is home to the AmaXhosa tribe, the second largest ethnic group in the country. This study seeks to explore indigenous understandings and coping strategies of these people in regards to traumatic exposure. This is done through gaining insights of AmaXhosa traditional healers- Amagqirha (Diviners) and AmaXhwele (Herbalists). A sample of eight participants is sourced from Grahamstown (Makhanda) and the rural areas of Peddie (Ngqushwa). Through the use of two case studies that are presented and open ended follow up questions, the traditional healers relate their perspectives on how they interpret symptoms of psychological trauma and the strategies they employ to facilitate coping/healing of their clients in their context. It was discovered that traditional healers perceived traumatic events as phenomena that befalls only those that are spiritually vulnerable, either due to strained relationships with their ancestors, bewitchment by an enemy or jealous person or simply torment by a wandering wicked spirit. Rituals and practices of how to combat this vulnerability are then outlined.
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  • Date Issued: 2019

Exploring emotional intelligence perceptions of school leaders in relation to social justice: a case study

  • Authors: Bese, Samuel
  • Date: 2019
  • Subjects: Educational leadership
  • Language: English
  • Type: Thesis , Doctoral , PhD
  • Identifier: http://hdl.handle.net/10948/36529 , vital:33963
  • Description: The aim of this study was to explore school leaders’ perceptions of intrapersonal and interpersonal emotional intelligence (EI) in relation to social justice aspects, such as equity, access and inclusive participation in the Libode Educational District of Eastern Cape Province. This district, like many other rural districts in South Africa, has to face critical leadership issues, which have an influence on how school leaders could enact social justice practices in schools (DoE, 2012). This qualitative study employed twelve in-depth interview research participants, which included 6 purposively selected principals and 6 deputy principals. Data collection and content analysis also included the following: 6 focus group interviews with head of departments (HODs) and school governing bodies (SGBs); document analysis of the minutes of school meetings; and Department of Education (DoE) memorandums. The key findings that emerged through the descriptive, exploratory, social interpretive perspectives used in this study revealed the relevance of: • school leaders’ perceptions of intrapersonal EI in enhancing social justice practices with regard to equity, access, and inclusive participation; and • school leaders’ perceptions of interpersonal EI in enhancing social justice practices with regard to equity, access, and inclusive participation. The research participants’ perceptions of EI promoted deeper understanding of how school leaders could engage in social justice in relation to school leadership, teamwork, building bonds, developing others, becoming change agents, and managing conflicts in their schools. The study also captured that EI leaders can greatly manage their emotions to enhance their abilities to identify and control their destructive impulses as well as understanding and handling others’ emotions. It would be commendable for school leaders to have a deeper understanding of how their emotions could enhance social justice in their schools.
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  • Date Issued: 2019

Exploring group solidarity for insights into qualities of T-learning

  • Authors: Mudokwani, Kuda , Mukute, Mutizwa
  • Date: 2019
  • Subjects: To be catalogued
  • Language: English
  • Type: text , article
  • Identifier: http://hdl.handle.net/10962/390612 , vital:68568 , xlink:href="https://doi.org/10.3390/su11236825"
  • Description: Across the world, organised groups of farmers participating in just and sustainability transformations encounter multiple obstacles. Through solidarity manifested in iterative processes of questioning, co-learning, collective action and reflection, and value creation for themselves and for others, some succeed in overcoming them. This article investigates how a district organic farmer association in Zimbabwe is encountering and handling group solidarity challenges arising from shifting from local to district level coordinated organic production and marketing. Based on the use of change laboratory, this paper explores solidarity at the local niche and networked district level to seek insights into the qualities of T-learning.
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  • Date Issued: 2019

Exploring how Grade 11 Biology teachers mediate learning of osmosis when using easily accessible resources in the Oshikoto Region, Namibia

  • Authors: Nangolo, Rosalia Ndawapeka
  • Date: 2019
  • Subjects: Biology -- Study and teaching (Secondary) -- Namibia , Osmosis -- Study and teaching (Secondary) -- Namibia , Ethnobiology -- Namibia
  • Language: English
  • Type: text , Thesis , Masters , MEd
  • Identifier: http://hdl.handle.net/10962/92595 , vital:30740
  • Description: Exploring the use easily accessible resources to carry out the hands-on practical activities to science learning has become one of the significant aspects in the educational research, particularly in science education. It could be deduced from the literature that hands-on practical activities are useful, enjoyable and foster conceptual understanding. The National Curriculum for Basic Education advocates empowering teachers to be knowledgeable on use of hands-on practical activities to produce learners who are scientifically equipped. Yet, the performance of the learners in Science and Mathematics continues to be worrisome and has not been improving over years as reported in TIMSS reports. For instance, the Namibian Examiners’ Reports have repeatedly reported that Biology is one of the subjects that are poorly performed. Essentially, the section on osmosis has been identified as one of the scientific concepts that is problematic to learners. In my view, in order for learners to understand osmosis and its associated concepts, there is a need to strengthen the use of hands-on practical activities. It is recognized that this is something that is lacking in most rural Namibian schools especially where laboratory resources are scarce. It is against this background that the goal of this study was to explore how Grade 11 Biology teachers mediate learning of osmosis when using easily accessible resources. This study is underpinned by an interpretive paradigm. Within the interpretive paradigm, a qualitative case study approach was employed to obtain in-depth understanding on how Biology teachers mediate learning. This study was conducted in two conveniently selected secondary schools in the Oshikoto region, which I could easily access. It focused on four Grade 11 Biology teachers. Data were generated through semi-structured interviews, workshop discussions, lesson observation and stimulated interviews. Vygotsky’s (1978) socio-cultural theory was used as a lens to analyse my data. The findings from semi-structured interviews revealed that teachers demonstrated positive attitudes towards teaching of osmosis using easily accessible resources. However, challenges regarding inadequate materials that hinder the teaching and learning process were registered. Another finding of this study was that teachers used a variety of mediation tools such as prior and local knowledge, language and easily accessible resources to enhance learning. The study thus recommends that, if teachers are exposed to numerous professional development platforms that include the use of easily accessible resources might improve their pedagogical approaches.
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  • Date Issued: 2019

Exploring how millennials prepare their content for social media: a narrative study of online users

  • Authors: Coleman, Robyn-Ann
  • Date: 2019
  • Subjects: Generation Y
  • Language: English
  • Type: Thesis , Masters , MSW
  • Identifier: http://hdl.handle.net/10353/17542 , vital:41089
  • Description: Millennials, (born between 1982 to 1996) referred to as ‘techno savvy’, are the largest and most highly educated generational cohort in this time. Introduced to technology early on in their lives has lead to a prolific use of social media. As possible future leaders, millennials also have the highest employment turnaround. The increased turnaround is because millennials are always on the lookout for better opportunities and purpose to meet their need for accelerated growth together with their need to belong. Social media platforms have the propensity to provide instantaneous and gratifying rewards, through various ways including self disclosure online. As millennials are seeking purpose and reward, communicating on a social media platform is way more rewarding than attempting to communicate. With the arena of face to face communication shifting to online communication this is becoming more amplified. This research study explored how millennials prepared to portray their content on Facebook and Instagram. A biographical narrative approach effectively acquired 15 individual millennials in-depth co-constructed narratives on how they prepare their online social media, and analysed through contexualising the co-constructed into a re-storied narrative with Connelly & Clandinin’s (2009) narrative analysis approach. Goffman’s dramaturgical approach, a conceptual framework based on micro social interaction was used to obtain insight into millennials online portrayal. The findings revealed that all of the participants utilised one or more of the following dramaturgical metaphors to portray themselves; a) they utilised props and /or filters to set the environment and filter their image online, b) they managed their impressions by being intentional in the selection of their images, and c) by intentionally selecting images or messages that portray roles their audience would affirm them for. The findings of this study highlights and provides insight in millennials’ preoccupation, distraction and portrayal online, which feeds into their need to be seen in a positive light and be affirmed. These findings provide social workers with new insight and perspective into millennials unspoken rich indepth narratives when millennials portray themselves online
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  • Date Issued: 2019

Exploring how the integration of indigenous knowledge in the topic of acids and bases influences Grade 10 Physical Science learners’ conceptions, dispositions and sense-making

  • Authors: Haimene, Johanna Shetulimba
  • Date: 2019
  • Subjects: Physical sciences -- Study and teaching -- Namibia , Ethnoscience -- Study and teaching -- Namibia , Science -- Study and teaching -- Namibia , Curriculum planning -- Study and teaching -- Namibia
  • Language: English
  • Type: text , Thesis , Masters , MEd
  • Identifier: http://hdl.handle.net/10962/94996 , vital:31105
  • Description: The inclusion of indigenous knowledge (IK) in science education is gaining momentum. That is, it is acknowledged that the starting point in learning is what learners already know from their homes or community. This will be consolidated by what these learners will learn in classroom. It is for this reason that the Namibia National Curriculum for Basic Education (NCBE) advocates Learner Centred Education (LCE). The Physical science syllabus also encourages the use of practical activities to enhance the conceptual understanding of the learners. However, the views and beliefs that learners have towards science influence their learning of science. Looking at the same context, various studies carried out have pointed out that the attitude of learners towards the subject influences their performance in that specific subject. It is against this background that this study sought to explore how the integration of indigenous knowledge in lessons on acids and bases influences (or not) learners’ conceptions, dispositions, interest and sense-making. This study used a mixed-method approach whereby both quantitative and qualitative data were gathered. It is underpinned by the interpretive paradigm. Within the interpretive paradigm a case study approach was employed. The study was carried out with the Grade 10B Physical Science learners at Namaela Secondary School (Pseudonym) in the Oshikoto Region. To generate data, a variety of data generation techniques were employed, namely pre-and post-intervention questionnaires, pre-and post-test, observations, learners’ journal reflections and semi-structured interviews. Conceptions, dispositions and sense-making, and Vygotsky’s socio-cultural theory were used as a lens to analyse the data. A deductive-inductive approach was adopted for data analysis. The findings from the study revealed that learners were able to make sense of science concepts when IK is integrated in the lessons. Additionally, the learners’ conceptions and dispositions shifted positively due to the use of the everyday materials. It emerged that learners were able to learn science well when they link their everyday experiences to school science. This study thus recommends that teachers should be encouraged to integrate IK in their lessons. In order for teachers to effectively integrate IK, the curriculum developers should be explicit on how teachers should integrate IK in their lessons. Moreover, teacher-training institutions should include ways of integrating IK when they are training teachers.
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  • Date Issued: 2019

Exploring Intersemiotic Complementarity in three Namibian Physical Science teachers’ classroom practice

  • Authors: Nakakuwa, Tomas
  • Date: 2019
  • Subjects: Semiotics , Communication in science , Communication in education , Physical sciences -- Study and teaching -- Namibia , Science -- Study and teaching -- Namibia , Language and education -- Namibia , Science teachers -- Training of -- Namibia , Visual learning , Verbal learning
  • Language: English
  • Type: text , Thesis , Masters , MEd
  • Identifier: http://hdl.handle.net/10962/96812 , vital:31324
  • Description: The Namibian Science curriculum promotes learners’ development of self-confidence, self-knowledge and understanding of the world in which they live. The world we live in is increasingly multimodal, necessitating a multiliteracy in learners in order for them to engage meaningfully with knowledge and skills. Furthermore, scientists themselves engage in a range of inscription practices. While verbal language is the primary medium through which scientific knowledge and concepts are constructed, communicated, and learned, visuals can help learners to gain knowledge that they may not receive from verbal explanation alone. The verbal and visual semiotic modes can also function in a complementarity way, and this is significant in contexts where science lessons are for the most part in a second language - as is the case in Namibia where the language of learning and teaching (LoLT) of English is commonly not the learners’ mother tongue. However, no studies were found exploring the nature of verbal-visual intersemiotic complementarity in the practice of Namibian science teachers, or whether it was related to the number of years of science teaching experience. This study thus aimed to explore the dynamics of verbal-visual intersemiotic complementarity in the classroom practice of three Junior Secondary Physical Science teachers, with varying amounts of science teaching experience, in the Oshana region of Namibia. This qualitative case study, on the dynamics of verbal-visual intersemiotic complementarity in science teacher classroom practice follows in the path of earlier studies which employed Systemic Functional Linguistics (SFL) in the analysis of multimodal discourse. This thesis is also informed by Social Constructivism in which the various semiotic modes are recognised as components of the toolkit for mediating learning. The study adopted the interpretive paradigm. Data collection involved lesson observations and semi-structured interviews. Data analysis involved identification and coding of themes and categories inductively. The results reveal that the participant teachers employed the full range of intersemiotic sense relations which literature outlines. It was found that the ideational meanings in the verbal and visual modes of the science teachers’ practice are lexico-semantically related through these intersemiotic sense relations. While some teachers utilised some intersemiotic sense relations more often than others, there were no correspondences evident between the use of verbal-visual intersemiotic complementarity and the number of years of science teaching experience. The results also indicated that different intersemiotic sense relations served different purposes in the science classroom. The verbal-visual intersemiotic complementarity in the participant teachers’ practice tended to focus on: physical material, processes, symbolism or resemblance. This study has significant implications, providing an empirical basis for informing pre-service Physical Science teachers’ training and guiding the in-service training of Physical Science teachers in Namibia. Since its effective use may not be left up to teaching experience, Namibian Physical Science teacher training programmes need to include the use of verbal-visual intersemiotic complementarity in order to equip and empower Physical Science teachers.
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  • Date Issued: 2019

Exploring Lay people’s understanding of substance abuse

  • Authors: Ranase, Asanda
  • Date: 2019
  • Subjects: Substance abuse -- South Africa , Substance abuse -- Social aspects -- South Africa , Psychology -- Qualitative research -- South Africa , Social constructionism -- South Africa , Lay analysis (Psychoanalysis) -- South Africa , Diagnostic and statistical manual of mental disorders , Dependency (Psychology) -- South Africa
  • Language: English
  • Type: text , Thesis , Masters , MA
  • Identifier: http://hdl.handle.net/10962/114881 , vital:34046
  • Description: South Africa has been identified as one of the drug centres of the world (UNODC, 2016). Substance abuse has been implicated in violent crimes and accidental deaths, as well as in the increasing the risk of communicable and non-communicable diseases (Harker Burnhams & Parry, 2015; Pasche & Myers, 2012; van Heerden et al., 2009). Even though substance abuse is evidently a challenge facing South Africa, there is currently a paucity of literature exploring how substance abuse is understood, specifically among lay people. Research indicates that there is a clear need for qualitative inquiry on lay people’s understanding of substance abuse (Keatley et al, 2017; Lang & Rosenberg, 2017; Sorsdahl et al., 2012 ). Available South African research in this area centres on trends, attitudes and perceptions of substance abuse (Sorsdahl, Stein, & Myers, 2012). Previous studies indicate that professionals often define substance abuse according to observable indicators, as well as the type of substance used (APA, 2013). Research shows that lay people tend to lean towards moral models of understanding, in contrast to professionals who align with the medical models. Located within social constructionism, this study provides insight into how the understanding of substance abuse is shaped by society (Gergen & Gergen, 1996). This study aims to explore how lay people understand substance abuse and use, and whether this understanding confirms or contradicts that of professionals/DSM. The study made use of an exploratory research design. The sampling procedures used was a combination of purposive and snowball sampling. A total of 50 participants were recruited and twelve focus groups were conducted. The information was analysed using thematic analysis. Six themes emerged: severity of substance abuse; use, abuse and dependence; functionality; loss of control; gateway substance use and experimenting; and mental health literacy. The findings of this study indicate that lay peoples’ understanding of substance abuse centres on the impact that substance use and abuse have on peoples’ lives. Further suggested by the findings is that, lay people often associate poor interpersonal relationships, functionality or lack thereof and loss of control with substance abuse problems. This view is consistent with that of professionals and the DSM5 (APA, 2013). The findings of this research indicate that there are similarities in the views of lay people and those of professionals regarding substance abuse problems.
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  • Date Issued: 2019

Exploring multiple dimensions of identiy development in black South African adolescents

  • Authors: Buso, Masimbulele
  • Date: 2019
  • Subjects: Identity (Psychology) , Adolescent psychology -- South Africa , Identity (Psychology) in adolescence -- South Africa , Teenagers, Black -- Psychology -- South Africa
  • Language: English
  • Type: text , Thesis , Masters , MA
  • Identifier: http://hdl.handle.net/10962/96702 , vital:31310
  • Description: South Africa, just like most African countries, is a country rich in social, political and economic history due to colonisation, specifically the apartheid system. The current socio-political and economic climate of the country is said to influence the process of identity development and formation during adolescence. Therefore, the main aim of the study was to explore the various identities that black adolescents are exploring given the context of the country. Additionally, the aim of this research was to explore the methods in which adolescents utilise to develop their identity and the challenges encountered during this process. The study made use of three data collection methods; a Short Reflective exercise, a Nominal Group Technique and Focus Groups. Data was analysed using thematic analysis to generate main themes and sub themes. The main themes discussed in this study revealed that adolescents experiences multiple aspects of their identity, which exist in a complex interwoven system influenced by both external and internal factors. The main challenge was the difficulty in integrating the dominant westernised/individualistic ideology with the collectivistic ideology that adolescents are raised according to. Overall, the study indicated that the majority of the participants had a positive self-concept and a positive outlook with regards to their future. Recommendations emphasise the need for further research that would be based on the South African context to further explore black identity and to gain contextual information that can be used to combat some of the social issues that the South African youth is challenged with.
  • Full Text:
  • Date Issued: 2019

Exploring mythical creatures and their influence on mental health amongst black South Africans residing in rural areas of the Eastern Cape Province, South Africa

  • Authors: Sibam, Zimkhitha
  • Date: 2019
  • Subjects: Supernatural beliefs
  • Language: English
  • Type: Thesis , Masters , MA
  • Identifier: http://hdl.handle.net/10948/44717 , vital:38150
  • Description: In various cultures, supernatural beliefs abound and influence individuals through mythical ideas and figures. In South Africa and other parts of the world, mythical creatures are held accountable for terrorising individuals and instilling fear or, held accountable for a host of psychosocial experiences. For example, the tokoloshe is a mythical creature whose very name raises fear and suspicion amongst many Black South Africans. Using community narratives, this study explored the potential influence of the belief in mythical creatures, specifically the tokoloshe on mental health and well - being in rural communities in South Africa (SA). This understanding is considered important given the existing gap in the literature focussing on supernatural beliefs and their influence on mental health which resonates with a current movement in SA focusing on the transformation of psychology considering the need to transform and contextualise the relevance of psychology to population groups in SA, understanding supernatural cultural beliefs becomes important. This study employed a qualitative design and the participants were purposively sampled from rural communities in the Eastern Cape (EC) Province. Four focus group discussions consisting of five to six participants in each were conducted, with the central aim of exploring the potential mental health implications of the belief in mythical creatures. The following ethical considerations were adhered to whilst conducting the study; informed consent, voluntary participation, anonymity ad confidentiality and doing no harm to participants. In this study thematic content analysis was used following Braun and Clarkes (2013) analytical steps. Participants suggested that a strong cultural belief in the existence and reality of the tokoloshe exists and described the tokoloshe as a short and hairy male who sexually assaults women mostly in their sleep and causes people to disappear, only to be found dead. Amongst other things, the tokoloshe is believed to be responsible for psychological, social and physical experiences like, misfortune, possession, numbness and fatigue. The tokoloshe is suggested by the participants as causing Running Head: EXPLORATION OF MYTHICAL CREATURES AND MENTAL HEALTH 9 fear influencing an individual’s psychosocial and emotional well - being. Traditional healers and prophets were further suggested as the most likely to be consulted if the above symptoms were experienced, rather than a psychologist. The findings of the study suggests that supernatural beliefs currently influence the understanding and treatment of a variety of experiences and that unless psychological science begins to incorporate such beliefs into its therapeutic modalities, as a discipline it may not adequately provide services to a diverse population group. Future research should consider exploring role of mythical creatures specifically the tokoloshe on mental illness, with the aim of identifying ways of incorporating such beliefs into psychological interventions. Future studies could consider exploring community narratives of mythical creatures, specifically the tokoloshe on different cultures within South Africa, to compare the differences and similarities. The study also identified several interesting themes, including the potential violence against women, from the tokoloshe. While these narratives were a reflection of personal experience and belief, the implication this poses to the psychology of gender and violence must be explored further.
  • Full Text:
  • Date Issued: 2019

Exploring Mythical creatures and their influence on mental health amongst black South Africans residing in rural areas of the Eastern Cape Province, South Africa

  • Authors: Sibam, Zimkhitha
  • Date: 2019
  • Subjects: Mental health -- South Africa -- Eastern Cape , Mythology Cultural psychiatry Psychiatry, Transcultural
  • Language: English
  • Type: Thesis , Masters , MA
  • Identifier: http://hdl.handle.net/10948/45075 , vital:38231
  • Description: In various cultures, supernatural beliefs abound and influence individuals through mythical ideas and figures. In South Africa and other parts of the world, mythical creatures are held accountable for terrorising individuals and instilling fear or, held accountable for a host of psychosocial experiences. For example, the tokoloshe is a mythical creature whose very name raises fear and suspicion amongst many Black South Africans. Using community narratives, this study explored the potential influence of the belief in mythical creatures, specifically the tokoloshe on mental health and well-being in rural communities in South Africa (SA). This understanding is considered important given the existing gap in the literature focussing on supernatural beliefs and their influence on mental health which resonates with a current movement in SA focusing on the transformation of psychology. Considering the need to transform and contextualise the relevance of psychology to population groups in SA, understanding supernatural cultural beliefs becomes important. This study employed a qualitative design and the participants were purposively sampled from rural communities in the Eastern Cape (EC) Province. Four focus group discussions consisting of five to six participants in each were conducted, with the central aim of exploring the potential mental health implications of the belief in mythical creatures. The following ethical considerations were adhered to whilst conducting the study; informed consent, voluntary participation, anonymity ad confidentiality and doing no harm to participants. In this study thematic content analysis was used following Braun and Clarkes (2013) analytical steps. Participants suggested that a strong cultural belief in the existence and reality of the tokoloshe exists and described the tokoloshe as a short and hairy male who sexually assaults women mostly in their sleep and causes people to disappear, only to be found dead. Amongst other things, the tokoloshe is believed to be responsible for psychological, social and physical experiences like, misfortune, possession, numbness and fatigue. The tokoloshe is suggested by the participants as causing fear influencing an individual’s psychosocial and emotional well-being. Traditional healers and prophets were further suggested as the most likely to be consulted if the above symptoms were experienced, rather than a psychologist. The findings of the study suggests that supernatural beliefs currently influence the understanding and treatment of a variety of experiences and that unless psychological science begins to incorporate such beliefs into its therapeutic modalities, as a discipline it may not adequately provide services to a diverse population group. Future research should consider exploring role of mythical creatures specifically the tokoloshe on mental illness, with the aim of identifying ways of incorporating such beliefs into psychological interventions. Future studies could consider exploring community narratives of mythical creatures, specifically the tokoloshe on different cultures within South Africa, to compare the differences and similarities. The study also identified several interesting themes, including the potential violence against women, from the tokoloshe. While these narratives were a reflection of personal experience and belief, the implication this poses to the psychology of gender and violence must be explored further.
  • Full Text:
  • Date Issued: 2019

Exploring opportunities for integrating indigenous knowledge and practices into animal husbandry in Grade 10 Agricultural Science lessons

  • Authors: Siseho, Robert Simwanza
  • Date: 2019
  • Subjects: Agriculture -- Study and teaching -- Namibia , Ethnoscience -- Study and teaching -- Namibia , Ethnoscience -- Namibia
  • Language: English
  • Type: text , Thesis , Masters , MEd
  • Identifier: http://hdl.handle.net/10962/96790 , vital:31320
  • Description: The performance of learners in Agricultural Science at secondary schools in the Omaheke region of Namibia is worrisome. For some years performance in the subject has been below the national average, even though the region is known for its agricultural activities. My assumption is that this could be compounded by the fact that even though the Namibian curriculum encourages teachers to integrate local or indigenous knowledge (IK) in their lessons, it is not clear how this should be executed. It is against this background that this study set out to explore opportunities for integrating indigenous animal husbandry knowledge and practices into the animal husbandry section of Namibian Grade 10 Agricultural Science lessons. This was a qualitative case study underpinned by the interpretive paradigm. The study first focused on finding out what practices and knowledge might be integrated into animal husbandry within Grade 10 Agricultural Science. Secondly, it aimed at finding strategies for integrating indigenous knowledge into Grade 10 Agricultural Science. Thirdly, using my experience of co-developing model lessons with two Grade 10 Agricultural Science teachers, it sought to identify what assistance teachers need to integrate IK. The fourth goal was to observe the lessons taught in order to find out how the two teachers mediated the lessons featuring IK. Data were collected using interviews, workshop discussions, observations (videotaped lessons) and reflections. The data were validated through member checking and triangulation via various techniques. I used Vygotsky’s (1978) sociocultural theory and Wenger’s (1998) community of practice as a composite lens to analyse my data. The findings showed that there is indigenous knowledge in animal husbandry of disease prevention and treatment, the feeding of livestock, castration, de-horning and parasite control. Strategies to integrate IK included inviting or visiting parents or farmers, using the learners’ mother tongue and exploiting local resources. It emerged that teachers need help with teaching strategies, the development of worksheets, lesson planning and the use of technology. The mediation of the lessons included use of the chalkboard and a data projector, worksheets, the teacher assisting learners, and learners assisting one another. The study recommends that teachers integrate IK into their lessons to contextualize learning, increase learners’ participation in class and enhance their understanding of science. It also recommends that curriculum developers make it clear how IK should be integrated and assessed. The study further recommends that institutions of higher education should train teachers on how to integrate IK in the curriculum.
  • Full Text:
  • Date Issued: 2019
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