Vulnerabilities of Coastal Tourism destinations to climate change related incidents: a case study selected holiday resorts along the wildcoast, Eastern Cape, South Africa
- Authors: Van Der Byl, Athina
- Date: 2018
- Subjects: Coastal Tourism destinations -- Wildcoast Wildcoast -- Holiday resorts -- South Africa -- Eastern Cape Climate change -- Tourism
- Language: English
- Type: Thesis , Masters , M Sc
- Identifier: http://hdl.handle.net/11260/1337 , vital:32259
- Description: Climate change is a global phenomenon with major impacts on coastlines, leaving coastal areas vulnerable to conditions such as sea level rise, flooding as well as storm surges, which results in increased damage to or loss of coastal property and infrastructure. The study examined the vulnerability of the Eastern Cape’s Wild Coast resorts to climate change related impacts. Both qualitative and quantitative methods aided by questionnaires and GIS mapping were used to identify vulnerable settlements as well as their impacts. A meta analysis of the identified vulnerabilities was studied and strategies employed to reduce the impacts was also done. Results indicated that almost 80% of the Wild Coast resorts occur within the low-lying areas of the coast and these areas were mostly affected by impacts such as sea level rise, heavy rainfall and floods accompanied by storm surges. Another alarming challenge faced by the King Sabata Dalindyebo Municipality was controlling unplanned developments within these low-lying zones of the coast. Therefore, it is recommended that relevant departments provide awareness through various platforms such as workshops, programmes and campaigns to ensure that people understand the risk of climate change on low-lying areas as well as mainstreaming climate change in long term development planning. This study highlights a need for monitoring of coastal environments vulnerable to the impact of climate change along a South African coastline.
- Full Text:
- Date Issued: 2018
- Authors: Van Der Byl, Athina
- Date: 2018
- Subjects: Coastal Tourism destinations -- Wildcoast Wildcoast -- Holiday resorts -- South Africa -- Eastern Cape Climate change -- Tourism
- Language: English
- Type: Thesis , Masters , M Sc
- Identifier: http://hdl.handle.net/11260/1337 , vital:32259
- Description: Climate change is a global phenomenon with major impacts on coastlines, leaving coastal areas vulnerable to conditions such as sea level rise, flooding as well as storm surges, which results in increased damage to or loss of coastal property and infrastructure. The study examined the vulnerability of the Eastern Cape’s Wild Coast resorts to climate change related impacts. Both qualitative and quantitative methods aided by questionnaires and GIS mapping were used to identify vulnerable settlements as well as their impacts. A meta analysis of the identified vulnerabilities was studied and strategies employed to reduce the impacts was also done. Results indicated that almost 80% of the Wild Coast resorts occur within the low-lying areas of the coast and these areas were mostly affected by impacts such as sea level rise, heavy rainfall and floods accompanied by storm surges. Another alarming challenge faced by the King Sabata Dalindyebo Municipality was controlling unplanned developments within these low-lying zones of the coast. Therefore, it is recommended that relevant departments provide awareness through various platforms such as workshops, programmes and campaigns to ensure that people understand the risk of climate change on low-lying areas as well as mainstreaming climate change in long term development planning. This study highlights a need for monitoring of coastal environments vulnerable to the impact of climate change along a South African coastline.
- Full Text:
- Date Issued: 2018
Perceptions Of School Based Support Teams About Providing Support To Foundation Phase Teachers In Two Butterworth Primary Schools, Eastern Cape
- Authors: Luningo, Mziwonke
- Date: 2017-11
- Subjects: School support teams
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/6668 , vital:47202
- Description: The Policy on Inclusive Education acknowledges that all children can learn if they are given the necessary support. In order to achieve this goal, the Department of Education (DoE) introduced the establishment of School-Based Support Teams (SBSTs) whose main function is to support teaching and learning in schools. Nonetheless, there seems to be challenges on how to support learners experiencing barriers to learning among the members of the SBST. The aim of this study is to explore the perceptions of the SBSTs about providing support to the Foundation Phase (FP) teachers in two Butterworth Primary Schools in the Eastern Cape. This study used the qualitative mode of inquiry and a case study as a research design. Face-to face semi-structured interviews, observations and document analysis were used to collect the data from the SBSTs about their perceptions in providing support to the FP teachers. Data was analysed by identifying common themes. The findings revealed that the SBSTs do not have enough knowledge and skills on how to support the FP teachers. Some of the challenges they cited include inadequate training, lack of communication, overcrowding in classrooms, lack of support from the parents and from the Department of Education. In an attempt to alleviate the above raised challenges, a model has been proposed. , Thesis (D.Ed) -- Faculty of Education Sciences, 2020
- Full Text:
- Date Issued: 2017-11
- Authors: Luningo, Mziwonke
- Date: 2017-11
- Subjects: School support teams
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/6668 , vital:47202
- Description: The Policy on Inclusive Education acknowledges that all children can learn if they are given the necessary support. In order to achieve this goal, the Department of Education (DoE) introduced the establishment of School-Based Support Teams (SBSTs) whose main function is to support teaching and learning in schools. Nonetheless, there seems to be challenges on how to support learners experiencing barriers to learning among the members of the SBST. The aim of this study is to explore the perceptions of the SBSTs about providing support to the Foundation Phase (FP) teachers in two Butterworth Primary Schools in the Eastern Cape. This study used the qualitative mode of inquiry and a case study as a research design. Face-to face semi-structured interviews, observations and document analysis were used to collect the data from the SBSTs about their perceptions in providing support to the FP teachers. Data was analysed by identifying common themes. The findings revealed that the SBSTs do not have enough knowledge and skills on how to support the FP teachers. Some of the challenges they cited include inadequate training, lack of communication, overcrowding in classrooms, lack of support from the parents and from the Department of Education. In an attempt to alleviate the above raised challenges, a model has been proposed. , Thesis (D.Ed) -- Faculty of Education Sciences, 2020
- Full Text:
- Date Issued: 2017-11
Perceptions of School Based Support Teams about Providing Support to Foundation Phase Teachers in Two Butterworth Primary Schools, Eastern Cape
- Authors: Luningo, Mziwonke
- Date: 2017-11
- Subjects: School Support Teams
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/6653 , vital:47204
- Description: The Policy on Inclusive Education acknowledges that all children can learn if they are given the necessary support. In order to achieve this goal, the Department of Education (DoE) introduced the establishment of School-Based Support Teams (SBSTs) whose main function is to support teaching and learning in schools. Nonetheless, there seems to be challenges on how to support learners experiencing barriers to learning among the members of the SBST. The aim of this study is to explore the perceptions of the SBSTs about providing support to the Foundation Phase (FP) teachers in two Butterworth Primary Schools in the Eastern Cape. This study used the qualitative mode of inquiry and a case study as a research design. Face-to face semi-structured interviews, observations and document analysis were used to collect the data from the SBSTs about their perceptions in providing support to the FP teachers. Data was analysed by identifying common themes. The findings revealed that the SBSTs do not have enough knowledge and skills on how to support the FP teachers. Some of the challenges they cited include inadequate training, lack of communication, overcrowding in classrooms, lack of support from the parents and from the Department of Education. In an attempt to alleviate the above raised challenges, a model has been proposed. , Thesis (D.Ed) -- Faculty of Education Sciences, 2017
- Full Text:
- Date Issued: 2017-11
- Authors: Luningo, Mziwonke
- Date: 2017-11
- Subjects: School Support Teams
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/6653 , vital:47204
- Description: The Policy on Inclusive Education acknowledges that all children can learn if they are given the necessary support. In order to achieve this goal, the Department of Education (DoE) introduced the establishment of School-Based Support Teams (SBSTs) whose main function is to support teaching and learning in schools. Nonetheless, there seems to be challenges on how to support learners experiencing barriers to learning among the members of the SBST. The aim of this study is to explore the perceptions of the SBSTs about providing support to the Foundation Phase (FP) teachers in two Butterworth Primary Schools in the Eastern Cape. This study used the qualitative mode of inquiry and a case study as a research design. Face-to face semi-structured interviews, observations and document analysis were used to collect the data from the SBSTs about their perceptions in providing support to the FP teachers. Data was analysed by identifying common themes. The findings revealed that the SBSTs do not have enough knowledge and skills on how to support the FP teachers. Some of the challenges they cited include inadequate training, lack of communication, overcrowding in classrooms, lack of support from the parents and from the Department of Education. In an attempt to alleviate the above raised challenges, a model has been proposed. , Thesis (D.Ed) -- Faculty of Education Sciences, 2017
- Full Text:
- Date Issued: 2017-11
Mediating teaching and learning in Foundation Phase Grade 3 Life Skills classrooms: role and use of learning and teaching support materials
- Authors: Nqabeni, Pelokazi
- Date: 2017-04
- Subjects: teaching strategies
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/9436 , vital:73535
- Description: The study explored the role and use of learning and teaching support materials (LTSMs) to mediate teaching and learning in Life Skills Grade 3 classrooms of Dutywa District, in the province of the Eastern Cape, South Africa. It was prompted by a deep concern about the role and use of LTSMs to mediate teaching and learning in the Foundation Phase. While studies have been carried out on LTSMs in Foundation Phase, few studies have looked at the role and use of LTSMs to mediate teaching and learning in Life Skills Grade 3 classrooms. The study used a qualitative approach and is a multiple-case study of three purposively sampled schools from the rural areas. Teachers who participated in the study were Grade 3 teachers from the three schools. A pilot study was conducted in three schools with Foundation Phase, which were not used for the main study, for the purpose of validity and reliability. In this study, Cultural Historical Activity Theory (CHAT) was used as a framework to understand that actions are mediated by a complex network of socio-historical activities. I drew on the second generation of the activity theory, which has roots in Leontiev’s work on the Cultural Historical Activity Theory (CHAT), which provided both explanatory and analytical tools. I collected data using documents including journal entries, individual semi-structured interviews, and structured observations. The interviews were voice recorded with participant’s permission in order to present verbatim statements. In structured observations, I observed the role and use of LTSMs to mediate teaching and learning in Life Skills Grade 3 classrooms in the three selected schools. Content analysis guided the data analysis through themes derived from the subsidiary questions and coded for easy referencing. Data reporting took the form of thick description and verbatim quotations in line with the qualitative approach of the study. The study’s findings revealed non-availability of learning and teaching support materials in Life Skills subject. This suggests that intervention is needed by the Department of Education such as providing LTSMs which are essential in order to address the problem of not being used to mediate teaching and learning in classrooms. Language used in the role and use of learning and teaching support materials to mediate teaching and learning, lack of professional development, the effect of the non-examinable nature of Life Skills, and shortage and overcrowded classrooms were some of the aspects affecting the role and use of LTSMs to mediate teaching and learning in Life Skills Grade 3 classrooms. Based on the study findings, then I recommend that further research be conducted on strategies that could be employed to improve the role and use of LTSMs to mediate teaching and learning in Life Skills Grade 3 classrooms in a way that benefits learners. The Departmental officials including subject advisors, principals, teachers and learners should work together to improve the role and use of LTSMs to mediate teaching and learning in classrooms for quality education and to improve results in Foundation Phase. A model is proposed as the new knowledge for the existing literature on the role and use of LTSMs to mediate teaching and learning in classroom based on the theoretical framework and findings of this study. , Thesis (D.Ed) -- Faculty of Education Sciences, 2017
- Full Text:
- Date Issued: 2017-04
- Authors: Nqabeni, Pelokazi
- Date: 2017-04
- Subjects: teaching strategies
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/9436 , vital:73535
- Description: The study explored the role and use of learning and teaching support materials (LTSMs) to mediate teaching and learning in Life Skills Grade 3 classrooms of Dutywa District, in the province of the Eastern Cape, South Africa. It was prompted by a deep concern about the role and use of LTSMs to mediate teaching and learning in the Foundation Phase. While studies have been carried out on LTSMs in Foundation Phase, few studies have looked at the role and use of LTSMs to mediate teaching and learning in Life Skills Grade 3 classrooms. The study used a qualitative approach and is a multiple-case study of three purposively sampled schools from the rural areas. Teachers who participated in the study were Grade 3 teachers from the three schools. A pilot study was conducted in three schools with Foundation Phase, which were not used for the main study, for the purpose of validity and reliability. In this study, Cultural Historical Activity Theory (CHAT) was used as a framework to understand that actions are mediated by a complex network of socio-historical activities. I drew on the second generation of the activity theory, which has roots in Leontiev’s work on the Cultural Historical Activity Theory (CHAT), which provided both explanatory and analytical tools. I collected data using documents including journal entries, individual semi-structured interviews, and structured observations. The interviews were voice recorded with participant’s permission in order to present verbatim statements. In structured observations, I observed the role and use of LTSMs to mediate teaching and learning in Life Skills Grade 3 classrooms in the three selected schools. Content analysis guided the data analysis through themes derived from the subsidiary questions and coded for easy referencing. Data reporting took the form of thick description and verbatim quotations in line with the qualitative approach of the study. The study’s findings revealed non-availability of learning and teaching support materials in Life Skills subject. This suggests that intervention is needed by the Department of Education such as providing LTSMs which are essential in order to address the problem of not being used to mediate teaching and learning in classrooms. Language used in the role and use of learning and teaching support materials to mediate teaching and learning, lack of professional development, the effect of the non-examinable nature of Life Skills, and shortage and overcrowded classrooms were some of the aspects affecting the role and use of LTSMs to mediate teaching and learning in Life Skills Grade 3 classrooms. Based on the study findings, then I recommend that further research be conducted on strategies that could be employed to improve the role and use of LTSMs to mediate teaching and learning in Life Skills Grade 3 classrooms in a way that benefits learners. The Departmental officials including subject advisors, principals, teachers and learners should work together to improve the role and use of LTSMs to mediate teaching and learning in classrooms for quality education and to improve results in Foundation Phase. A model is proposed as the new knowledge for the existing literature on the role and use of LTSMs to mediate teaching and learning in classroom based on the theoretical framework and findings of this study. , Thesis (D.Ed) -- Faculty of Education Sciences, 2017
- Full Text:
- Date Issued: 2017-04
Implications of Risks and Vulnerability challenges for Teaching and Learning in Libode - Mega District Rural Schools: Eastern Cape: South Africa
- Authors: Noloyiso Nongalo
- Date: 2017
- Subjects: Educational Management
- Language: English
- Type: Thesis, D Ed
- Identifier: http://hdl.handle.net/11260/2214 , vital:40917
- Full Text: false
- Authors: Noloyiso Nongalo
- Date: 2017
- Subjects: Educational Management
- Language: English
- Type: Thesis, D Ed
- Identifier: http://hdl.handle.net/11260/2214 , vital:40917
- Full Text: false
Perceptions Of School Based Support Teams About Providing Support To Foundation Phase Teachers In Two Butterworth Primary Schools, Eastern Cape
- Authors: MZIWONKE LUNINGO
- Date: 2017
- Language: English
- Type: Doctor
- Identifier: http://hdl.handle.net/11260/2759 , vital:42859
- Description: The policy on Inclusive Education acknowledges that all children can learn if they are given the necessary support. In order to achieve this goal, the Department of Education (DoE) introduced the establishment of SBSTs whose main function is to support teaching and learning in schools. This study used interpretive paradigmto explore perceptions of SBST about providing support to foundation phase (FP) teachers and to interpret what they said. Nonetheless, there seemed to be challenges on how to support learners experiencing barriers to learning among the members of the SBST. The aim of this study was to explore the perceptions of the school-Based Support Teams (SBSTs) about providing support to the foundation phase teachers in two Butterworth Primary Schools in the Eastern Cape. This study used the qualitative mode of inquiry and a case study as a research design. Semi-structured interviews using one on one, observations and document analysis were used to collect the data from the SBSTs about their perceptions of providing support to the FP teachers. Purposeful sampling was used where two mainstream primary schools were conveniently selected with six SBST participants from each school, making a total of six participants. Twelve SBST members were interviewed. Data were analysed and common themes emerged. The findings revealed that the SBSTs did not have enough knowledge and skills to support the FP teachers. Some of the challenges they cited included inadequate training, lack of communication, overcrowding and lack of support from the parents. In an attempt to alleviate the above-raised challenges, a model was proposed. These are some of the recommendations that resulted from the findings: all schools should have SBSTs, they should be composed of all the important stakeholders as proposed by the DoE, frequent SBST meetings should be held and further recommendations are made. Key words: School-Based Support Teams, Education support, Foundation Phase.
- Full Text:
- Authors: MZIWONKE LUNINGO
- Date: 2017
- Language: English
- Type: Doctor
- Identifier: http://hdl.handle.net/11260/2759 , vital:42859
- Description: The policy on Inclusive Education acknowledges that all children can learn if they are given the necessary support. In order to achieve this goal, the Department of Education (DoE) introduced the establishment of SBSTs whose main function is to support teaching and learning in schools. This study used interpretive paradigmto explore perceptions of SBST about providing support to foundation phase (FP) teachers and to interpret what they said. Nonetheless, there seemed to be challenges on how to support learners experiencing barriers to learning among the members of the SBST. The aim of this study was to explore the perceptions of the school-Based Support Teams (SBSTs) about providing support to the foundation phase teachers in two Butterworth Primary Schools in the Eastern Cape. This study used the qualitative mode of inquiry and a case study as a research design. Semi-structured interviews using one on one, observations and document analysis were used to collect the data from the SBSTs about their perceptions of providing support to the FP teachers. Purposeful sampling was used where two mainstream primary schools were conveniently selected with six SBST participants from each school, making a total of six participants. Twelve SBST members were interviewed. Data were analysed and common themes emerged. The findings revealed that the SBSTs did not have enough knowledge and skills to support the FP teachers. Some of the challenges they cited included inadequate training, lack of communication, overcrowding and lack of support from the parents. In an attempt to alleviate the above-raised challenges, a model was proposed. These are some of the recommendations that resulted from the findings: all schools should have SBSTs, they should be composed of all the important stakeholders as proposed by the DoE, frequent SBST meetings should be held and further recommendations are made. Key words: School-Based Support Teams, Education support, Foundation Phase.
- Full Text:
Reproductive Toxicity of An Organochlorine Pesticide: Evaluation Of The Effects On Male Bufo Melanostictus Schneider
- Authors: Mercy Mathew
- Date: 2017
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/5537 , vital:44600
- Full Text:
- Authors: Mercy Mathew
- Date: 2017
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/5537 , vital:44600
- Full Text:
THE SCREENED HEARING LOSS PROFILE AMONG LEARNERS IN THE RURAL SCHOOL AGED POPULATION OF THE OR TAMBO DISTRICT IN THE EASTERN CAPE PROVINCE, SOUTH AFRICA
- Authors: PINKIE DINAH GQIBA
- Date: 2017
- Subjects: Public Health
- Language: English
- Type: Thesis, Masters,
- Identifier: http://hdl.handle.net/11260/2158 , vital:40907
- Description: Cover, Abstract, Declaration
- Full Text: false
- Authors: PINKIE DINAH GQIBA
- Date: 2017
- Subjects: Public Health
- Language: English
- Type: Thesis, Masters,
- Identifier: http://hdl.handle.net/11260/2158 , vital:40907
- Description: Cover, Abstract, Declaration
- Full Text: false
A Facile Effective Method for the Synthesis of Au-Cdse Nanostructures and their Characterisations.
- Authors: Gaxela, Nelisa Ncumisa
- Date: 2016-5
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/3238 , vital:43198
- Description: ABSTRACT We report the synthesis of aqueous and organically soluble cadmium selenide (CdSe) nanoparticles (NPs) doped with gold via a facile and effective method. Briefly the synthesis involves the reduction of selenium powder using sodium sulphite to produce sodium selenosulphate which acts as the selenium source, followed by the addition of CdX (X = Cl2, CH3COO, NO3). The nanoparticles were passivated with trisodium citrate, mercaptopropanoic acid (MPA), potassium sodium tartarate (PST) and L-cysteine which rendered them soluble in water and also acted as stabilizing agents, while passivation with hexadecylamine (HDA) made them soluble in organic solvent which also enhanced their stability. The high quality of the as-synthesized nanoparticles was confirmed using absorption and photoluminescence (PL) spectroscopy, Fourier transform infrared spectroscopy (FTIR), transmission electron microscopy (TEM) and high resolution TEM (HRTEM). The systematic study of the effect of mole ratio, temperature, capping agent, growth time, cadmium precursor and ratio of Au on the size, optical and structural properties on the water soluble CdSe nanoparticles were investigated. All the as-synthesised particles, are blue-shifted in relation to the bulk band gap of CdSe. As the Cd: Se mole ratio increases, the intensity of the citrate capped CdSe materials also increases and the particle sizes are in the range of 2.06 – 4.00 nm. When the temperature was increased, the luminescence intensity quenched whereas the particle size increased. As the growth time increased, the intensity increased and then decreased again towards the end of the reaction. When different capping agents were used the particle sizes range from 2.06 – 3.36 nm for citrate, 2.08 – 3.33 nm for MPA, 2.01 – 2.28 nm for L-cysteine and polydispersed for PST. The luminescence intensity decreased in the order citrate > cysteine > PST > MPA when CdCl2 was used as cadmium precursor. When different cadmium precursors were used for L-cysteine, the particle sizes range from 2.06 – 2.31 nm for Cd(CH3COO)2 and 2.00 – 2.37 nm for Cd(NO3)2 while the intensity increased as the reaction time increased, however, still lower than the CdCl2 materials. The effect of Au ratio showed that the intensity of Au-doped cysteine capped-CdSe increased as the Au ratio decreased. The systematic study of the effect of temperature and growth time in the organic soluble CdSe nanoparticles on the size, optical and structural properties was also investigated. All the as-synthesised particles were blue-shifted in relation to the bulk CdSe. As the temperature increased the particle sizes of the undoped materials range between 2.92 – 2.95 nm at 160 °C and 5.35 – 5.39 nm at 200 °C while for the doped materials the particle size range from 2.53 – 2.61 nm at 160 °C, 3.97 nm at 200 °C and 4.20 – 4.72 nm at 240 °C. The intensity of the doped materials increased as the reaction time increased and then decreased again towards the end of the reaction. After ligand exchange the intensity of the as-synthesized doped and undoped-CdSe NPs was very low compare to the parent organically capped doped and un-doped CdSe. It was discovered that without any further purification, the quality of the materials formed by this method is comparable to that of the best CdSe NPs reported in the literature. This method is safe, inexpensive and reproducible. , Thesis (MsC Chemistry) -- Faculty of Natural Sciences, 2019
- Full Text:
- Date Issued: 2016-5
- Authors: Gaxela, Nelisa Ncumisa
- Date: 2016-5
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/3238 , vital:43198
- Description: ABSTRACT We report the synthesis of aqueous and organically soluble cadmium selenide (CdSe) nanoparticles (NPs) doped with gold via a facile and effective method. Briefly the synthesis involves the reduction of selenium powder using sodium sulphite to produce sodium selenosulphate which acts as the selenium source, followed by the addition of CdX (X = Cl2, CH3COO, NO3). The nanoparticles were passivated with trisodium citrate, mercaptopropanoic acid (MPA), potassium sodium tartarate (PST) and L-cysteine which rendered them soluble in water and also acted as stabilizing agents, while passivation with hexadecylamine (HDA) made them soluble in organic solvent which also enhanced their stability. The high quality of the as-synthesized nanoparticles was confirmed using absorption and photoluminescence (PL) spectroscopy, Fourier transform infrared spectroscopy (FTIR), transmission electron microscopy (TEM) and high resolution TEM (HRTEM). The systematic study of the effect of mole ratio, temperature, capping agent, growth time, cadmium precursor and ratio of Au on the size, optical and structural properties on the water soluble CdSe nanoparticles were investigated. All the as-synthesised particles, are blue-shifted in relation to the bulk band gap of CdSe. As the Cd: Se mole ratio increases, the intensity of the citrate capped CdSe materials also increases and the particle sizes are in the range of 2.06 – 4.00 nm. When the temperature was increased, the luminescence intensity quenched whereas the particle size increased. As the growth time increased, the intensity increased and then decreased again towards the end of the reaction. When different capping agents were used the particle sizes range from 2.06 – 3.36 nm for citrate, 2.08 – 3.33 nm for MPA, 2.01 – 2.28 nm for L-cysteine and polydispersed for PST. The luminescence intensity decreased in the order citrate > cysteine > PST > MPA when CdCl2 was used as cadmium precursor. When different cadmium precursors were used for L-cysteine, the particle sizes range from 2.06 – 2.31 nm for Cd(CH3COO)2 and 2.00 – 2.37 nm for Cd(NO3)2 while the intensity increased as the reaction time increased, however, still lower than the CdCl2 materials. The effect of Au ratio showed that the intensity of Au-doped cysteine capped-CdSe increased as the Au ratio decreased. The systematic study of the effect of temperature and growth time in the organic soluble CdSe nanoparticles on the size, optical and structural properties was also investigated. All the as-synthesised particles were blue-shifted in relation to the bulk CdSe. As the temperature increased the particle sizes of the undoped materials range between 2.92 – 2.95 nm at 160 °C and 5.35 – 5.39 nm at 200 °C while for the doped materials the particle size range from 2.53 – 2.61 nm at 160 °C, 3.97 nm at 200 °C and 4.20 – 4.72 nm at 240 °C. The intensity of the doped materials increased as the reaction time increased and then decreased again towards the end of the reaction. After ligand exchange the intensity of the as-synthesized doped and undoped-CdSe NPs was very low compare to the parent organically capped doped and un-doped CdSe. It was discovered that without any further purification, the quality of the materials formed by this method is comparable to that of the best CdSe NPs reported in the literature. This method is safe, inexpensive and reproducible. , Thesis (MsC Chemistry) -- Faculty of Natural Sciences, 2019
- Full Text:
- Date Issued: 2016-5
An exploration of financial conscientiousness among School Governing Bodies and School Management Teams and its impact on Boundary Spanning Management on selected Section 21 High Schools in the Eastern Cape Province
- Authors: Sifuba, Mpilo
- Date: 2016
- Subjects: Financial conscientiousness Finacial statements -- Standards -- School governing bodies and school management teams Charter Schools -- Finance -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: http://hdl.handle.net/11260/878 , vital:29940
- Description: The study investigated the underlying factors which induce the School Governing Bodies (SGBs) and School Management Teams (SMTs) to boundary cross into each other’s finance functional domain despite the fact that their responsibilities are demarcated in the South African Schools Act No. 84 of 1996. The study also intended to examine financial conscientiousness as a critical strategy, which was aimed at achieving the following: restricting the boundary spanning management among School Governing Bodies and School Management Teams, giving direction and strengthening the relationship between the two structures in section 21 high schools. Pragmatism was used as a paradigm for this study as it has been hailed as one of the best paradigms for justifying the use of mixed methods research. The researcher located the study within mixed methods research and employed the convergent parallel design characterised by collecting concurrently both qualitative and quantitative data. The study used a nonprobability sampling strategy – a purposive sampling technique. The study focused on 147 participants. The sample consisted of the following participant sub-groups: (a) 138 questionnaires participants (46 school principals, 46 SGB chairpersons and 46 school finance officers) sampled from 46 high schools, and (b) 9 face-to-face interviews participants (3 school principals, 3 SGB chairpersons) and purposively sampled from 3 different section 21 high schools located in rural, semi-urban and urban areas of the Butterworth District, and 3 Departmental Officials (The District Director, An Education Development Officer, and District National Norms and Standards for School funding coordinator) sampled from the Butterworth Education District. The study was guided by the following research question: What ideas of consciousness raising strategies could help alleviate the crossing over of boundaries between SGBs and SMTs on financial matters of the section 21 high schools? The financial conscientiousness conceptual framework for this study hinged on the conscious raising concept of Paulo Freire supported by philosophical ideas of theorists of school-based management concept, school-based participative partnership concept, school-based participative management concept and teamwork concept. These theories are expected to encourage the inclusive participation when finances are handled in section 21 high schools. The study used a survey questionnaire to collect quantitative dataset and interviews for the qualitative dataset to find answers to the research question and also to enhance the reliability and validity of the research findings. The quantitative data were presented in tables with frequencies and percentages as well as pie charts. Themes and Natural Meaning Units (NMUs) were used to analyse the qualitative data. The overall findings backed by the extant literature and research data indicated that there was lack of trust among SGBs and SMTs. Owing to this mistrust the day to day activities of the school were compromised. There were power struggles between SGBs and SMTs in schools for the control of school finances. There were corrupt practices by both SGBs and SMTs in the management of school finances. The findings also revealed lack of capacity building by the department of education. Furthermore, the SGBs parent component was characterised by high illiteracy level – a systemic weakness worsened by the manipulation perpetrated by both school governing bodies and school management teams during school finance management processes. Resulting from the data analysis, the study recommended the utilisation and application of Sifuba’s School Finance Management Awareness Model (SSFMA) as a new model that could be adopted and adapted by the Department of Education for the school finance management. This will create educational sound atmosphere and realities at school level – a model that is capable of inducing the participative and inclusive behaviour of the SGBs and SMTs when they perform their financial responsibilities
- Full Text:
- Date Issued: 2016
- Authors: Sifuba, Mpilo
- Date: 2016
- Subjects: Financial conscientiousness Finacial statements -- Standards -- School governing bodies and school management teams Charter Schools -- Finance -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: http://hdl.handle.net/11260/878 , vital:29940
- Description: The study investigated the underlying factors which induce the School Governing Bodies (SGBs) and School Management Teams (SMTs) to boundary cross into each other’s finance functional domain despite the fact that their responsibilities are demarcated in the South African Schools Act No. 84 of 1996. The study also intended to examine financial conscientiousness as a critical strategy, which was aimed at achieving the following: restricting the boundary spanning management among School Governing Bodies and School Management Teams, giving direction and strengthening the relationship between the two structures in section 21 high schools. Pragmatism was used as a paradigm for this study as it has been hailed as one of the best paradigms for justifying the use of mixed methods research. The researcher located the study within mixed methods research and employed the convergent parallel design characterised by collecting concurrently both qualitative and quantitative data. The study used a nonprobability sampling strategy – a purposive sampling technique. The study focused on 147 participants. The sample consisted of the following participant sub-groups: (a) 138 questionnaires participants (46 school principals, 46 SGB chairpersons and 46 school finance officers) sampled from 46 high schools, and (b) 9 face-to-face interviews participants (3 school principals, 3 SGB chairpersons) and purposively sampled from 3 different section 21 high schools located in rural, semi-urban and urban areas of the Butterworth District, and 3 Departmental Officials (The District Director, An Education Development Officer, and District National Norms and Standards for School funding coordinator) sampled from the Butterworth Education District. The study was guided by the following research question: What ideas of consciousness raising strategies could help alleviate the crossing over of boundaries between SGBs and SMTs on financial matters of the section 21 high schools? The financial conscientiousness conceptual framework for this study hinged on the conscious raising concept of Paulo Freire supported by philosophical ideas of theorists of school-based management concept, school-based participative partnership concept, school-based participative management concept and teamwork concept. These theories are expected to encourage the inclusive participation when finances are handled in section 21 high schools. The study used a survey questionnaire to collect quantitative dataset and interviews for the qualitative dataset to find answers to the research question and also to enhance the reliability and validity of the research findings. The quantitative data were presented in tables with frequencies and percentages as well as pie charts. Themes and Natural Meaning Units (NMUs) were used to analyse the qualitative data. The overall findings backed by the extant literature and research data indicated that there was lack of trust among SGBs and SMTs. Owing to this mistrust the day to day activities of the school were compromised. There were power struggles between SGBs and SMTs in schools for the control of school finances. There were corrupt practices by both SGBs and SMTs in the management of school finances. The findings also revealed lack of capacity building by the department of education. Furthermore, the SGBs parent component was characterised by high illiteracy level – a systemic weakness worsened by the manipulation perpetrated by both school governing bodies and school management teams during school finance management processes. Resulting from the data analysis, the study recommended the utilisation and application of Sifuba’s School Finance Management Awareness Model (SSFMA) as a new model that could be adopted and adapted by the Department of Education for the school finance management. This will create educational sound atmosphere and realities at school level – a model that is capable of inducing the participative and inclusive behaviour of the SGBs and SMTs when they perform their financial responsibilities
- Full Text:
- Date Issued: 2016
Assessing the risk factors of Coronary heart disease among rural adults in the Joe Gqabi District: Eastern Cape
- Authors: Tetana, Thando
- Date: 2016
- Subjects: Cardiovascular disease Coronary heart disease -- South Africa -- Eastern Cape Coronary heart disease--Risk factors
- Language: English
- Type: Thesis , Masters/Doctoral , M Sc Public Health
- Identifier: http://hdl.handle.net/11260/1440 , vital:35587
- Description: Cardiovascular disease (CVD) such as coronary heart disease (CHD) is a contributing factor to a large percentage of mortalities and morbidities worldwide including in affluent South African setting. In the Eastern Cape of Province, South Africa, there is no extensive data reported on Coronary Heart Disease (CHD) determinants and risk factors. The present study sought to assess the risk factors and determinants of CHD. This case (n=50) control (n=50) study matched for sex and age, was conducted among Xhosa adults from rural and semi urban/ township areas of Joe Gqabi District, Eastern Cape Province of South Africa. Non modifiable, environmental, lifestyle, and psychological factors were investigated using univariate analysis and multivariate logistic regression analysis. Depression, alcohol excessive intake, family history of CHD were the CHD univariate risk factors. The independent risk factors of CHD were uncontrolled systolic hypertension (Odds Ratio (OR)=95; 95% Confidence Interval 16.9-128; In front of a multifactorial disease driven by interactions of socio determinants and traditional risk factors, urgent programmes of education, clinical management and health promotion for adequate diet, physical activity, adherence and compliance to medication and are needed to curb epidemic proportions of CVD risk factors.
- Full Text:
- Date Issued: 2016
- Authors: Tetana, Thando
- Date: 2016
- Subjects: Cardiovascular disease Coronary heart disease -- South Africa -- Eastern Cape Coronary heart disease--Risk factors
- Language: English
- Type: Thesis , Masters/Doctoral , M Sc Public Health
- Identifier: http://hdl.handle.net/11260/1440 , vital:35587
- Description: Cardiovascular disease (CVD) such as coronary heart disease (CHD) is a contributing factor to a large percentage of mortalities and morbidities worldwide including in affluent South African setting. In the Eastern Cape of Province, South Africa, there is no extensive data reported on Coronary Heart Disease (CHD) determinants and risk factors. The present study sought to assess the risk factors and determinants of CHD. This case (n=50) control (n=50) study matched for sex and age, was conducted among Xhosa adults from rural and semi urban/ township areas of Joe Gqabi District, Eastern Cape Province of South Africa. Non modifiable, environmental, lifestyle, and psychological factors were investigated using univariate analysis and multivariate logistic regression analysis. Depression, alcohol excessive intake, family history of CHD were the CHD univariate risk factors. The independent risk factors of CHD were uncontrolled systolic hypertension (Odds Ratio (OR)=95; 95% Confidence Interval 16.9-128; In front of a multifactorial disease driven by interactions of socio determinants and traditional risk factors, urgent programmes of education, clinical management and health promotion for adequate diet, physical activity, adherence and compliance to medication and are needed to curb epidemic proportions of CVD risk factors.
- Full Text:
- Date Issued: 2016
Challenges faced by professional nurses in implementing the six Ministerial priority standards of care in a Health care institution in O R Tambo Region in the Eastern Cape province
- Authors: Kula, Nokuseni
- Date: 2016
- Subjects: Health care standards -- Hospital
- Language: English
- Type: Thesis , Masters , M Cur
- Identifier: http://hdl.handle.net/11260/699 , vital:27770
- Description: The objective of this research study was to describe and explore challenges faced by professional nurses in implementing six ministerial priority standards of care in selected units of an identified institution in O.R. Tambo region. Nurses are trained and employed to provide nursing care to patients according to scope of practice set by their statutory body (South African Nursing Council). Setting of standards forms part of quality improvement in nursing care and standards need to be monitored and evaluated (Muller 2006:206). In South Africa, the Minister of Health has identified six priority areas to fast-track improvement and ensure quality in health services. These priority areas are as follows: attitudes and values of health workers, cleanliness of the facility, waiting times, patient safety and security, infection prevention and control, and availability of medicines (National Health Plan: Strategic plan 2010/2013). Standard of nursing care in OR Tambo region according to available statistics, is lower than the expected ministerial standards, regardless of continued monitoring and evaluation. Staff attitudes is an ongoing problem, long queues, linen shortages, low standards of cleanliness as well as shortage of medication remain a challenge in health care institutions. This study is a qualitative, descriptive, exploratory, and contextual study that explored challenges faced by professional nurses in implementing the six ministerial priority standards of care. A purposive sampling of 10 professional nurses, meeting the selection criteria was utilised. In depth, semi structured interviews were used as a method of data collection. A digital voice recorder was used to record the interviews and consent from participants was obtained. Ethical considerations were adhered to. The interview question was: “What challenges are you facing in implementing expected standards of care with reference to the six ministerial priority standards of care?” Data was analysed using content thematic analysis approach. An independent coder with a Master’s degree and studying towards a doctorate helped with coding the results of the interviews. The Theory for Health Promotion in nursing as propounded by Botes (2006) was used to analyse the findings. The approach used was based on the external environment and its dimensions – social, physical and intellectual. v The findings of the research revealed the following themes: Lack of resources, demotivation of nurses, attitude of nurses, lack of monitoring and evaluation, environment and overcrowding, lack of patient safety, negligence, availability of policy and procedure manuals, and incompetency of health care professionals. The findings of this study revealed that nurses faced many challenges with regard to improving the standard of nursing care. According to Botes (2006), the purpose of nursing research is functional by nature, it provides guidelines for practice. Therefore in this study, a description of guidelines to improve nursing care has been done. Trustworthiness of the findings was ensured by utilising Lincoln and Guba’s model of trustworthiness. Limitations of the research are highlighted and recommendations for further and related studies are made.
- Full Text:
- Date Issued: 2016
- Authors: Kula, Nokuseni
- Date: 2016
- Subjects: Health care standards -- Hospital
- Language: English
- Type: Thesis , Masters , M Cur
- Identifier: http://hdl.handle.net/11260/699 , vital:27770
- Description: The objective of this research study was to describe and explore challenges faced by professional nurses in implementing six ministerial priority standards of care in selected units of an identified institution in O.R. Tambo region. Nurses are trained and employed to provide nursing care to patients according to scope of practice set by their statutory body (South African Nursing Council). Setting of standards forms part of quality improvement in nursing care and standards need to be monitored and evaluated (Muller 2006:206). In South Africa, the Minister of Health has identified six priority areas to fast-track improvement and ensure quality in health services. These priority areas are as follows: attitudes and values of health workers, cleanliness of the facility, waiting times, patient safety and security, infection prevention and control, and availability of medicines (National Health Plan: Strategic plan 2010/2013). Standard of nursing care in OR Tambo region according to available statistics, is lower than the expected ministerial standards, regardless of continued monitoring and evaluation. Staff attitudes is an ongoing problem, long queues, linen shortages, low standards of cleanliness as well as shortage of medication remain a challenge in health care institutions. This study is a qualitative, descriptive, exploratory, and contextual study that explored challenges faced by professional nurses in implementing the six ministerial priority standards of care. A purposive sampling of 10 professional nurses, meeting the selection criteria was utilised. In depth, semi structured interviews were used as a method of data collection. A digital voice recorder was used to record the interviews and consent from participants was obtained. Ethical considerations were adhered to. The interview question was: “What challenges are you facing in implementing expected standards of care with reference to the six ministerial priority standards of care?” Data was analysed using content thematic analysis approach. An independent coder with a Master’s degree and studying towards a doctorate helped with coding the results of the interviews. The Theory for Health Promotion in nursing as propounded by Botes (2006) was used to analyse the findings. The approach used was based on the external environment and its dimensions – social, physical and intellectual. v The findings of the research revealed the following themes: Lack of resources, demotivation of nurses, attitude of nurses, lack of monitoring and evaluation, environment and overcrowding, lack of patient safety, negligence, availability of policy and procedure manuals, and incompetency of health care professionals. The findings of this study revealed that nurses faced many challenges with regard to improving the standard of nursing care. According to Botes (2006), the purpose of nursing research is functional by nature, it provides guidelines for practice. Therefore in this study, a description of guidelines to improve nursing care has been done. Trustworthiness of the findings was ensured by utilising Lincoln and Guba’s model of trustworthiness. Limitations of the research are highlighted and recommendations for further and related studies are made.
- Full Text:
- Date Issued: 2016
Challenges facing the teaching and learning of accounting in Secondary Schools of the Mthatha Education District
- Authors: Susani, Mongezi
- Date: 2016
- Subjects: Teaching and learning -- Accounting Secondary education -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/494 , vital:27278
- Description: The purpose of this study was to examine the challenges facing the teaching and learning of Accounting in secondary schools of the Mthatha education district. There are 69 secondary schools that offer Accounting in the Mthatha education district. In order to attain the objectives and fulfil the aim of the study, the researcher used the qualitative research approach, both in collecting and analysing the data. The case study design was used to describe and access the phenomenon of challenges facing the teaching and learning of Accounting in the Mthatha education district. Convenience sampling method was used to select twelve Accounting teachers from six different secondary schools in the Mthatha education district. Face-to-face in-depth interviews and non-participant observation were used to collect the data. Themes were drawn from the responses of the participants and these were analysed. The study revealed the following factors as challenges facing the teaching and learning of Accounting in secondary schools of the Mthatha education district: Teachers had professional qualifications in teaching, but fewer of them had Accounting as subject of their specialisation. Frequency of workshops was identified as a challenge by interviewed teachers. The study revealed that teachers are unfamiliar with the content to teach, and as a result, they are unable to develop the learner guides. The study found that teachers are using insufficient LTSM to teach Accounting. Instructional strategies used by teachers for teaching and learning of Accounting affected the process of teaching and learning of this subject. Redeployment is a challenge that affects the capacity of schools in the teaching and learning of Accounting. The study also revealed that there is a lack of parental involvement and support in the education of their children, which negatively affects the teaching and learning of Accounting. Limited commitment from teachers and learners was also revealed as one of the challenges in teaching and learning Accounting. The researcher made recommendations towards mitigating the effects of the challenges in teaching and learning of Accounting.
- Full Text:
- Date Issued: 2016
- Authors: Susani, Mongezi
- Date: 2016
- Subjects: Teaching and learning -- Accounting Secondary education -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/494 , vital:27278
- Description: The purpose of this study was to examine the challenges facing the teaching and learning of Accounting in secondary schools of the Mthatha education district. There are 69 secondary schools that offer Accounting in the Mthatha education district. In order to attain the objectives and fulfil the aim of the study, the researcher used the qualitative research approach, both in collecting and analysing the data. The case study design was used to describe and access the phenomenon of challenges facing the teaching and learning of Accounting in the Mthatha education district. Convenience sampling method was used to select twelve Accounting teachers from six different secondary schools in the Mthatha education district. Face-to-face in-depth interviews and non-participant observation were used to collect the data. Themes were drawn from the responses of the participants and these were analysed. The study revealed the following factors as challenges facing the teaching and learning of Accounting in secondary schools of the Mthatha education district: Teachers had professional qualifications in teaching, but fewer of them had Accounting as subject of their specialisation. Frequency of workshops was identified as a challenge by interviewed teachers. The study revealed that teachers are unfamiliar with the content to teach, and as a result, they are unable to develop the learner guides. The study found that teachers are using insufficient LTSM to teach Accounting. Instructional strategies used by teachers for teaching and learning of Accounting affected the process of teaching and learning of this subject. Redeployment is a challenge that affects the capacity of schools in the teaching and learning of Accounting. The study also revealed that there is a lack of parental involvement and support in the education of their children, which negatively affects the teaching and learning of Accounting. Limited commitment from teachers and learners was also revealed as one of the challenges in teaching and learning Accounting. The researcher made recommendations towards mitigating the effects of the challenges in teaching and learning of Accounting.
- Full Text:
- Date Issued: 2016
Complementary of Curriculum design and development process and Curriculum implementation in the South African education system: Teachers’ experiences in the Libode Education Mega-District
- Authors: Nobanda, Vusumzi Zwelandile
- Date: 2016
- Subjects: Curriculum design -- South Africa -- Eastern Cape Curriculum implementation -- South Africa -- Eastern Cape Education -- Curricula -- South Africa
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: http://hdl.handle.net/11260/834 , vital:29935
- Description: The dawn of democracy in South Africa necessitated some changes in many spheres of government including education. There was a dire need for educational transformation from the apartheid education system, which favoured white South Africans, to an inclusive education system. This transformation was crucial to address and/or redress the neglect and/or exclusion of certain learning areas and methods in the school curriculum, especially in South African rural schools. Furthermore, it was needed in order to provide a uniform education system for all South Africans under one Department of Education. The first South African curriculum restructuring innovation resulted in Curriculum 2000 which was later renamed Curriculum 2005 (C2005). The review of C2005, in an attempt to assess progress in its implementation, revealed enormous challenges. Thus, in an attempt to strengthen C2005 the Revised National Curriculum Statement (RNCS): grades R-9 and the National Curriculum Statement (NCS): grades 10-12 were introduced. These two curricula were followed by the National Curriculum Statement (NCS): grades R-12. There is, however, overwhelming evidence that C2005 and the curricula that followed thereafter faced huge problems in their implementation. The purpose of this study, therefore, was to examine the complementarity between curriculum design and development processes, and curriculum implementation in the South African education arena. This study was located within the pragmatic paradigm and used mixed methods research design. In this study complementarity of curriculum design and development and curriculum implementation refers to the ability of curriculum design and development processes to have comprehensive provisions for curriculum implementation. The investigation of this complementarity was conducted through the exploration of the main research question: What complementarity existed between the process of curriculum design and development, and curriculum implementation in South Africa? Other subsidiary questions were also derived from the above main research question.ii Thirty schools from the population of schools in the Libode Mega-District were randomly sampled from which sixty participants in the study had been selected. All data in the study were obtained from these participants. Questionnaires and in-depth interviews were the instruments used to collect data. In-depth interviews were conducted with fifteen participants after the researcher had collected all questionnaires. Data collected through the use of questionnaires were analysed using descriptive statistics obtained through the use of the Statistical Package for Social Science (SPSS). Data collected through interviews were first coded to form units according to similarities and/or differences among units. Units were thereafter grouped into clusters to form domains in order to discover relationships between these domains. Challenges that faced curricula implementation, as per the findings of this study, included: inadequate teacher training, ineffective methods used in curricula dissemination, lack of infrastructure, lack of adequate support from other stakeholders, lack of teacher involvement in curricula design processes, and lack of teaching and learning material. The present study concluded that there was no complementarity in the curriculum design and development processes and curriculum implementation. This study recommended, among other things, that the DBE should provide effective programmes on teacher training in preparation for curricula implementation, ensure availability of human and material resources and infrastructure and also teacher involvement in the curricula designing processes.
- Full Text:
- Date Issued: 2016
- Authors: Nobanda, Vusumzi Zwelandile
- Date: 2016
- Subjects: Curriculum design -- South Africa -- Eastern Cape Curriculum implementation -- South Africa -- Eastern Cape Education -- Curricula -- South Africa
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: http://hdl.handle.net/11260/834 , vital:29935
- Description: The dawn of democracy in South Africa necessitated some changes in many spheres of government including education. There was a dire need for educational transformation from the apartheid education system, which favoured white South Africans, to an inclusive education system. This transformation was crucial to address and/or redress the neglect and/or exclusion of certain learning areas and methods in the school curriculum, especially in South African rural schools. Furthermore, it was needed in order to provide a uniform education system for all South Africans under one Department of Education. The first South African curriculum restructuring innovation resulted in Curriculum 2000 which was later renamed Curriculum 2005 (C2005). The review of C2005, in an attempt to assess progress in its implementation, revealed enormous challenges. Thus, in an attempt to strengthen C2005 the Revised National Curriculum Statement (RNCS): grades R-9 and the National Curriculum Statement (NCS): grades 10-12 were introduced. These two curricula were followed by the National Curriculum Statement (NCS): grades R-12. There is, however, overwhelming evidence that C2005 and the curricula that followed thereafter faced huge problems in their implementation. The purpose of this study, therefore, was to examine the complementarity between curriculum design and development processes, and curriculum implementation in the South African education arena. This study was located within the pragmatic paradigm and used mixed methods research design. In this study complementarity of curriculum design and development and curriculum implementation refers to the ability of curriculum design and development processes to have comprehensive provisions for curriculum implementation. The investigation of this complementarity was conducted through the exploration of the main research question: What complementarity existed between the process of curriculum design and development, and curriculum implementation in South Africa? Other subsidiary questions were also derived from the above main research question.ii Thirty schools from the population of schools in the Libode Mega-District were randomly sampled from which sixty participants in the study had been selected. All data in the study were obtained from these participants. Questionnaires and in-depth interviews were the instruments used to collect data. In-depth interviews were conducted with fifteen participants after the researcher had collected all questionnaires. Data collected through the use of questionnaires were analysed using descriptive statistics obtained through the use of the Statistical Package for Social Science (SPSS). Data collected through interviews were first coded to form units according to similarities and/or differences among units. Units were thereafter grouped into clusters to form domains in order to discover relationships between these domains. Challenges that faced curricula implementation, as per the findings of this study, included: inadequate teacher training, ineffective methods used in curricula dissemination, lack of infrastructure, lack of adequate support from other stakeholders, lack of teacher involvement in curricula design processes, and lack of teaching and learning material. The present study concluded that there was no complementarity in the curriculum design and development processes and curriculum implementation. This study recommended, among other things, that the DBE should provide effective programmes on teacher training in preparation for curricula implementation, ensure availability of human and material resources and infrastructure and also teacher involvement in the curricula designing processes.
- Full Text:
- Date Issued: 2016
Experiences of R425 newly qualified professional Nurses during their first year of practice in 3 selected hospitals in the Eastern Cape
- Authors: Qwaqwa, Nomathamsanqa P
- Date: 2016
- Subjects: Student nurses practice -- Hospitals
- Language: English
- Type: Thesis , Masters , M Cur
- Identifier: http://hdl.handle.net/11260/677 , vital:27767
- Description: Transition of the newly qualified nurses from an educational focus to professional practitioner has long been identified as a conflicted time of critical personal and professional adjustment and staggering reality shock. This study explored the experiences of newly qualified R425 professional nurses during their first year of practice in the Eastern Cape Province at three selected hospitals. The study followed a qualitative, exploratory, descriptive design using a phenomenological approach. The sample included newly qualified professional nurses in their first year of employment. Convenience sampling was used to select the participants. Data collection was conducted by means of semi-structured interviews from ten (n=10) participants. Each interview took about 45 minutes. Ethical codes of research were followed. Data was coded manually and analyzed using content analysis Four themes and seven subthemes emerged from the data collected The findings revealed positive experiences such as sense of belonging and feelings of independence; negative experiences such as feelings of rejection, as well as management challenges The study identified challenges which impacted on the performance of new nurses, namely shortage of human and material resources and inadequate support in the working environment Recommendation: Introducing mandatory education by service institutions on transition as well as extended, sequential and structured orientation and mentoring programs for newly qualified professional nurses as this will assist them in their career development Managers to use different strategies in enhancing quality environments in order to reduce frustration for these newly qualified nurses.
- Full Text:
- Date Issued: 2016
- Authors: Qwaqwa, Nomathamsanqa P
- Date: 2016
- Subjects: Student nurses practice -- Hospitals
- Language: English
- Type: Thesis , Masters , M Cur
- Identifier: http://hdl.handle.net/11260/677 , vital:27767
- Description: Transition of the newly qualified nurses from an educational focus to professional practitioner has long been identified as a conflicted time of critical personal and professional adjustment and staggering reality shock. This study explored the experiences of newly qualified R425 professional nurses during their first year of practice in the Eastern Cape Province at three selected hospitals. The study followed a qualitative, exploratory, descriptive design using a phenomenological approach. The sample included newly qualified professional nurses in their first year of employment. Convenience sampling was used to select the participants. Data collection was conducted by means of semi-structured interviews from ten (n=10) participants. Each interview took about 45 minutes. Ethical codes of research were followed. Data was coded manually and analyzed using content analysis Four themes and seven subthemes emerged from the data collected The findings revealed positive experiences such as sense of belonging and feelings of independence; negative experiences such as feelings of rejection, as well as management challenges The study identified challenges which impacted on the performance of new nurses, namely shortage of human and material resources and inadequate support in the working environment Recommendation: Introducing mandatory education by service institutions on transition as well as extended, sequential and structured orientation and mentoring programs for newly qualified professional nurses as this will assist them in their career development Managers to use different strategies in enhancing quality environments in order to reduce frustration for these newly qualified nurses.
- Full Text:
- Date Issued: 2016
Factors contributing to conflict among the teachers of Secondary Schools in the Mthatha Education District
- Authors: Lukman, Yusuf
- Date: 2016
- Subjects: Staff conflict -- Schools School management -- Secondary education Teachers -- Conflict -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/912 , vital:30049
- Description: The purpose of this study was to investigate the factors contributing to conflict among the teachers of secondary schools of Mthatha Education district. The liter-ature review reflects theories concerning the factors contributing to conflict among teachers, ranging from the leadership styles use in the schools, the causes of poor in-terpersonal relations among teachers and the causes of teachers’ resistance in schools. To attain the aims and objectives of the study the researcher used the case study de-sign as well as the qualitative research method, both in collecting and analysing the da-ta. Ten (10) teachers and five (5) principals from five different secondary schools formed the sample size of the investigation. Convenience sampling method was used to select this sample size. An open-ended interview schedule and tape record-ing were used for the face-to-face in-depth interviews. Themes drawn from the re-sponses of the participants and discussed included: unhealthy competition, poor com-munication, poor interpersonal relations, poor leadership styles used in schools, exces-sive teacher workload and the existence of cliques and informal groups resulted into conflict among the secondary school teachers. Democratic and participatory styles were suggested as the best working styles of leadership used in the secondary schools. The effects of conflict on the culture of teaching and learning were: weak team spirit among teachers, less communication, stressed among the teachers, high absenteeism, less col-laboration, less teacher motivation and prolonged decision making processes in the schools. The predominant causes of teacher resistance were also highlighted as: the use of autocratic style by school managers, poor communications, ill and unprofessional treatment of staff by managers, constant curriculum changes and unclear policies in the schools. The recommendations on the factors contributing to conflict among sec-ondary schools in the Mthatha Education District were made.
- Full Text:
- Date Issued: 2016
- Authors: Lukman, Yusuf
- Date: 2016
- Subjects: Staff conflict -- Schools School management -- Secondary education Teachers -- Conflict -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/912 , vital:30049
- Description: The purpose of this study was to investigate the factors contributing to conflict among the teachers of secondary schools of Mthatha Education district. The liter-ature review reflects theories concerning the factors contributing to conflict among teachers, ranging from the leadership styles use in the schools, the causes of poor in-terpersonal relations among teachers and the causes of teachers’ resistance in schools. To attain the aims and objectives of the study the researcher used the case study de-sign as well as the qualitative research method, both in collecting and analysing the da-ta. Ten (10) teachers and five (5) principals from five different secondary schools formed the sample size of the investigation. Convenience sampling method was used to select this sample size. An open-ended interview schedule and tape record-ing were used for the face-to-face in-depth interviews. Themes drawn from the re-sponses of the participants and discussed included: unhealthy competition, poor com-munication, poor interpersonal relations, poor leadership styles used in schools, exces-sive teacher workload and the existence of cliques and informal groups resulted into conflict among the secondary school teachers. Democratic and participatory styles were suggested as the best working styles of leadership used in the secondary schools. The effects of conflict on the culture of teaching and learning were: weak team spirit among teachers, less communication, stressed among the teachers, high absenteeism, less col-laboration, less teacher motivation and prolonged decision making processes in the schools. The predominant causes of teacher resistance were also highlighted as: the use of autocratic style by school managers, poor communications, ill and unprofessional treatment of staff by managers, constant curriculum changes and unclear policies in the schools. The recommendations on the factors contributing to conflict among sec-ondary schools in the Mthatha Education District were made.
- Full Text:
- Date Issued: 2016
Inhibiting factors to the role of representative council of learners in participative governance of schools: a case study of selected schools in the Qumbu District in Eastern Cape Province of South Africa
- Authors: Poswa, Sakumzi
- Date: 2016
- Subjects: High school students -- Governance Student representative council -- Secondary education
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/484 , vital:27277
- Description: This study was conducted in four Qumbu District schools The literature review enabled the researcher to understand the current discourses in terms of learners’ participation in the governance of schools through the Representative Council of Learners Through the methodological application of triangulation, the study produced data on which findings were based and recommendations made Generally, evidence from the collected data reveals issues worth the attention of the researcher and relevant authorities Some of the evidence in this study was that there is need to involve learners in decision making; that the learners who are elected to be members of the RCL should be provided with orientation and training so that they become aware of the content of policy documentations that govern their roles and responsibilities These RCL members are supposed to be considered as potential decision makers and leaders in their schools It is therefore the responsibility of schools and the Department of Education to provide orientation and training for these learners so as to equip them adequately with leadership information and to develop their skills in order for them to be able to play their roles responsibly In concluding, the researcher believes that solutions to the problems identified can be resolved by considering the recommendations for implementation.
- Full Text:
- Date Issued: 2016
- Authors: Poswa, Sakumzi
- Date: 2016
- Subjects: High school students -- Governance Student representative council -- Secondary education
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/484 , vital:27277
- Description: This study was conducted in four Qumbu District schools The literature review enabled the researcher to understand the current discourses in terms of learners’ participation in the governance of schools through the Representative Council of Learners Through the methodological application of triangulation, the study produced data on which findings were based and recommendations made Generally, evidence from the collected data reveals issues worth the attention of the researcher and relevant authorities Some of the evidence in this study was that there is need to involve learners in decision making; that the learners who are elected to be members of the RCL should be provided with orientation and training so that they become aware of the content of policy documentations that govern their roles and responsibilities These RCL members are supposed to be considered as potential decision makers and leaders in their schools It is therefore the responsibility of schools and the Department of Education to provide orientation and training for these learners so as to equip them adequately with leadership information and to develop their skills in order for them to be able to play their roles responsibly In concluding, the researcher believes that solutions to the problems identified can be resolved by considering the recommendations for implementation.
- Full Text:
- Date Issued: 2016
The Anti-hypertensive Properties of T. officinale on L-Name-induced Hypertensive Rats
- Aremu, Olukayode Olasunkanmi
- Authors: Aremu, Olukayode Olasunkanmi
- Date: 2016
- Subjects: Hypertension Anti-hypertensive
- Language: English
- Type: Thesis , Masters , M Sc
- Identifier: http://hdl.handle.net/11260/1045 , vital:30434
- Description: Medicinal plants have long been used in folkloric medicine in various parts of the world. Presence of phenolic compounds has been attributed to their medicinal properties. Despite various medicinal uses, scientific claims of anti-hypertensive activities are still deficient. Therefore, hydroethanolic (70% ethanol) extracts of the leaf and root parts of T. officinale (TOL and TOR respectively) were investigated for anti-hypertensive antioxidant, diuretic activities, and effects on lipid profile in L-Name-induced hypertensive Wistar rats. Phytochemical screening of TOL and TOR was assessed by known standardized method. Acute toxicity profile of the plant was also evaluated by Lorke’s method. Total phenolic and flavonoid contents were assessed using Folin Ciocalteau and Aluminium chloride colorimetric methods; while, 2, 2-diphenyl-1-picrylhydrazyl (DPPH), 2, 2’–azino-bis-3-ethylbenzthiazoline-6-sulphonic acid (ABTS)and ferric antioxidant reducing power (FRAP) protocols were used for their radical scavenging and total antioxidant capacities respectively. Spontaneously hypertensive rats were used for acute antihypertensive study while for the 21 days antihypertensive study, hypertension was induced by administering L-Name (40 mg/kg) for 4 weeks and, CODA 8 Non-invasive tail cuff machine was used to measure blood pressure. With the aid of a semi-auto chemistry analyzer, lipid profile of Taraxacum officinale (TO) was determined using Biosinol reagents. TOL and TOR also significantly reduced systolic, diastolic and mean arterial blood pressures up until 4 hours with the leaf part most active in single dose study using SHR model. TOL and TOR also significantly lowered systolic, diastolic and mean arterial blood pressures with the leaf part most active in 21 days study using and L-Name-induced HTN models. However, these plant extracts did not have a diuretic effect, but seems to exert its antihypertensive effects by modulating NO production and possibly bioavailability, by acting via an endothelium-dependent pathway. This study validates the traditional use of the leaf part of the plant as an antihypertensive agent.
- Full Text:
- Date Issued: 2016
- Authors: Aremu, Olukayode Olasunkanmi
- Date: 2016
- Subjects: Hypertension Anti-hypertensive
- Language: English
- Type: Thesis , Masters , M Sc
- Identifier: http://hdl.handle.net/11260/1045 , vital:30434
- Description: Medicinal plants have long been used in folkloric medicine in various parts of the world. Presence of phenolic compounds has been attributed to their medicinal properties. Despite various medicinal uses, scientific claims of anti-hypertensive activities are still deficient. Therefore, hydroethanolic (70% ethanol) extracts of the leaf and root parts of T. officinale (TOL and TOR respectively) were investigated for anti-hypertensive antioxidant, diuretic activities, and effects on lipid profile in L-Name-induced hypertensive Wistar rats. Phytochemical screening of TOL and TOR was assessed by known standardized method. Acute toxicity profile of the plant was also evaluated by Lorke’s method. Total phenolic and flavonoid contents were assessed using Folin Ciocalteau and Aluminium chloride colorimetric methods; while, 2, 2-diphenyl-1-picrylhydrazyl (DPPH), 2, 2’–azino-bis-3-ethylbenzthiazoline-6-sulphonic acid (ABTS)and ferric antioxidant reducing power (FRAP) protocols were used for their radical scavenging and total antioxidant capacities respectively. Spontaneously hypertensive rats were used for acute antihypertensive study while for the 21 days antihypertensive study, hypertension was induced by administering L-Name (40 mg/kg) for 4 weeks and, CODA 8 Non-invasive tail cuff machine was used to measure blood pressure. With the aid of a semi-auto chemistry analyzer, lipid profile of Taraxacum officinale (TO) was determined using Biosinol reagents. TOL and TOR also significantly reduced systolic, diastolic and mean arterial blood pressures up until 4 hours with the leaf part most active in single dose study using SHR model. TOL and TOR also significantly lowered systolic, diastolic and mean arterial blood pressures with the leaf part most active in 21 days study using and L-Name-induced HTN models. However, these plant extracts did not have a diuretic effect, but seems to exert its antihypertensive effects by modulating NO production and possibly bioavailability, by acting via an endothelium-dependent pathway. This study validates the traditional use of the leaf part of the plant as an antihypertensive agent.
- Full Text:
- Date Issued: 2016
The experiences of non-psychiatric trained nurses caring for mental health care users on 72 hour observations in a listed Hospital in the O R Tambo District
- Authors: Dubo, Siyabonga
- Date: 2016
- Subjects: Mental Health care -- Hospital
- Language: English
- Type: Thesis , Masters , M Cur
- Identifier: http://hdl.handle.net/11260/688 , vital:27769
- Description: Nurses are an integral part of the health care system and their job encompasses a wide range of responsibilities including the promotion of health, prevention of illness and care for physically, mentally ill and disabled people. Nurses have a mandate to be responsible and accountable to the public they serve. For these reasons, it is crucial that nurses possess attitudes that allow them to provide optimal care in a supportive manner for patients. Despite the fact that considerable research on the experiences of nurses caring for the mentally ill in general hospitals has been done globally, none has been conducted in the Eastern Cape, South Africa. Additionally, no studies could be obtained from anywhere in the world on the experiences of non-psychiatric trained nurses caring for mental health care users on 72 hour observations. Studies indicated that nurses have different experiences when caring for mental health care users. It was therefore considered necessary to find out how non-psychiatric trained nurses perceive the caring of mental health care users during the 72 hour observations. The research design used to explore and describe their experiences was qualitative, descriptive, explorative, phenomenological and contextual in character. Semi-structured interviews were conducted with eight (8) participants who were purposively selected. This was done after necessary permission from the Department of Health and informed consent from the research participants. Steps were taken throughout the course of the study to ensure trustworthiness. Data were analysed using Tesch’s methods and the services of an independent coder were used. The results indicate that there are different experiences with regard to the caring for mental health care users during the 72 hour observations. The major themes identified are: feelings experienced by these nurses, lack of knowledge, challenges and strategies used for coping with a violent user, need for support from security staff and lack of policies. v Guidelines as a supportive action are suggested. From the results of the study recommendations are made in the areas of nursing education, nursing practice and nursing research. It is concluded that for non-psychiatric trained nurses to provide optimal care to mental health care users, the nurses need knowledge and skills in order to facilitate the promotion, maintenance and restoration of mental health of these patients as an integral part of health.
- Full Text:
- Date Issued: 2016
- Authors: Dubo, Siyabonga
- Date: 2016
- Subjects: Mental Health care -- Hospital
- Language: English
- Type: Thesis , Masters , M Cur
- Identifier: http://hdl.handle.net/11260/688 , vital:27769
- Description: Nurses are an integral part of the health care system and their job encompasses a wide range of responsibilities including the promotion of health, prevention of illness and care for physically, mentally ill and disabled people. Nurses have a mandate to be responsible and accountable to the public they serve. For these reasons, it is crucial that nurses possess attitudes that allow them to provide optimal care in a supportive manner for patients. Despite the fact that considerable research on the experiences of nurses caring for the mentally ill in general hospitals has been done globally, none has been conducted in the Eastern Cape, South Africa. Additionally, no studies could be obtained from anywhere in the world on the experiences of non-psychiatric trained nurses caring for mental health care users on 72 hour observations. Studies indicated that nurses have different experiences when caring for mental health care users. It was therefore considered necessary to find out how non-psychiatric trained nurses perceive the caring of mental health care users during the 72 hour observations. The research design used to explore and describe their experiences was qualitative, descriptive, explorative, phenomenological and contextual in character. Semi-structured interviews were conducted with eight (8) participants who were purposively selected. This was done after necessary permission from the Department of Health and informed consent from the research participants. Steps were taken throughout the course of the study to ensure trustworthiness. Data were analysed using Tesch’s methods and the services of an independent coder were used. The results indicate that there are different experiences with regard to the caring for mental health care users during the 72 hour observations. The major themes identified are: feelings experienced by these nurses, lack of knowledge, challenges and strategies used for coping with a violent user, need for support from security staff and lack of policies. v Guidelines as a supportive action are suggested. From the results of the study recommendations are made in the areas of nursing education, nursing practice and nursing research. It is concluded that for non-psychiatric trained nurses to provide optimal care to mental health care users, the nurses need knowledge and skills in order to facilitate the promotion, maintenance and restoration of mental health of these patients as an integral part of health.
- Full Text:
- Date Issued: 2016
The managerial leadership styles of school principals for school effectiveness: a study of six Secondary schools of the Dutywa Education District
- Authors: Ziduli, Mlungiseleli
- Date: 2016
- Subjects: High school -- Management Secondary education performance -- School leadership
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/504 , vital:27279
- Description: The purpose of this study was to investigate the managerial leadership styles of school principals for school effectiveness at secondary schools of the Dutywa Education District in the Eastern Cape Province of the Republic of South. The literature review reflects theories concerning the managerial leadership styles of school principals for school effectiveness. In order to attain the aims and objectives of the study, the researcher used the qualitative research method, both in collecting and analyzing the data. The case study design was used to describe and access the phenomenon and the purposive sampling method was used to select (6) secondary school principals. An open ended interview schedule was used for the face-to-face in-depth interviews on the managerial leadership styles of school principals for school effectiveness at secondary schools of the Dutywa Education District. Themes were drawn from the responses of the participants and analysed. Some of the findings were: Democratic and participatory leadership styles were used by the school principals to achieve maximum co-operation from both experienced and beginning teachers and the learners in the schools. Laissez fair and autocratic styles of leadership appeared to be undesirable for the management of schools. For school principals’ effective management, they need to do proper planning, organising and scheduling of activities, assigning duties to teachers and delegating some of their work to competent teachers. The reasons for school principals’ ineffectiveness in this study were: favouritism, over-familiar relationships with some teachers, ignoring teachers’ personal problems, workload, lack of support and co-operation from teachers. Incorrect interpretation of educational policies were seen to lead to chaotic situations, poor performance of both teachers and learners, division between learners and teachers, a lack of unity between school stake-holders, poor job satisfaction and lack of trust and respect for the principals concerned. Factors contributing to principals’ incorrect interpretation of educational policies and execution of management roles were: negligence, lack of knowledge and ability to interpret educational policies, lack of proper induction programmes and training of principals and lack of support on policy matters from the Department of Education. Contributing factors resulting in barriers to principals’ ineffectiveness in the management of schools were: failure to give proper instructions to teachers and learners, failure to effectively use of available funds in the school, failure to implement all educational programmes in the school including co-curricular and extra mural activities, lack of experience, lack of support from both the Department of Education and the parents, lack of resources, high staff turnover, favourtisms and failure to hold teachers accountable for poor work done. Mechanisms deemed to overcome the factors leading to barriers to principals’ execution of their management roles at schools were: making the effort to be knowledgeable about educational policies, timely responses to problems in the school, regular consultation with stakeholders, employment of SGB teachers, taking direct supervision of instructions in classrooms and endeavoring to have good relations and gaining support from the SGB and the parents. The researcher made some recommendations on the managerial leadership styles of school principals for school effectiveness at secondary schools of the Dutywa Education District.
- Full Text:
- Date Issued: 2016
- Authors: Ziduli, Mlungiseleli
- Date: 2016
- Subjects: High school -- Management Secondary education performance -- School leadership
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/504 , vital:27279
- Description: The purpose of this study was to investigate the managerial leadership styles of school principals for school effectiveness at secondary schools of the Dutywa Education District in the Eastern Cape Province of the Republic of South. The literature review reflects theories concerning the managerial leadership styles of school principals for school effectiveness. In order to attain the aims and objectives of the study, the researcher used the qualitative research method, both in collecting and analyzing the data. The case study design was used to describe and access the phenomenon and the purposive sampling method was used to select (6) secondary school principals. An open ended interview schedule was used for the face-to-face in-depth interviews on the managerial leadership styles of school principals for school effectiveness at secondary schools of the Dutywa Education District. Themes were drawn from the responses of the participants and analysed. Some of the findings were: Democratic and participatory leadership styles were used by the school principals to achieve maximum co-operation from both experienced and beginning teachers and the learners in the schools. Laissez fair and autocratic styles of leadership appeared to be undesirable for the management of schools. For school principals’ effective management, they need to do proper planning, organising and scheduling of activities, assigning duties to teachers and delegating some of their work to competent teachers. The reasons for school principals’ ineffectiveness in this study were: favouritism, over-familiar relationships with some teachers, ignoring teachers’ personal problems, workload, lack of support and co-operation from teachers. Incorrect interpretation of educational policies were seen to lead to chaotic situations, poor performance of both teachers and learners, division between learners and teachers, a lack of unity between school stake-holders, poor job satisfaction and lack of trust and respect for the principals concerned. Factors contributing to principals’ incorrect interpretation of educational policies and execution of management roles were: negligence, lack of knowledge and ability to interpret educational policies, lack of proper induction programmes and training of principals and lack of support on policy matters from the Department of Education. Contributing factors resulting in barriers to principals’ ineffectiveness in the management of schools were: failure to give proper instructions to teachers and learners, failure to effectively use of available funds in the school, failure to implement all educational programmes in the school including co-curricular and extra mural activities, lack of experience, lack of support from both the Department of Education and the parents, lack of resources, high staff turnover, favourtisms and failure to hold teachers accountable for poor work done. Mechanisms deemed to overcome the factors leading to barriers to principals’ execution of their management roles at schools were: making the effort to be knowledgeable about educational policies, timely responses to problems in the school, regular consultation with stakeholders, employment of SGB teachers, taking direct supervision of instructions in classrooms and endeavoring to have good relations and gaining support from the SGB and the parents. The researcher made some recommendations on the managerial leadership styles of school principals for school effectiveness at secondary schools of the Dutywa Education District.
- Full Text:
- Date Issued: 2016