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Mediating learning of nutrition through using traditional food processing and preservation to grade 6 rural school learners

  • Authors: Tyeda, Nomvume
  • Date: 2024-10-11
  • Subjects: Uncatalogued
  • Language: English
  • Type: Academic theses , Master's theses , text
  • Identifier: http://hdl.handle.net/10962/463658 , vital:76429
  • Description: Rural learners, especially those in the school where I teach, seem to grasp science in a disconnected manner, and hence struggle to understand it. This concern aligns with the findings of the Trends of International Mathematics and Science Studies, which notes poor performance in science among learners in South Africa. When examining these challenges, learners appear to inhabit a realm divided by a river, struggling to bridge the gap between what they learn at home and what is taught at school. Against this context, this research aimed to mediate the learning of nutrition for Grade 6 rural school learners by integrating traditional ways of food processing and preservation. The interpretivist and Indigenous research paradigms underpin the research. I used the Ubuntu perspective within the Indigenous research paradigm, which emphasises respect and humble togetherness. This qualitative case study took place at a rural school in the OR Tambo Coastal district in the Eastern Cape. It involved 14 Grade 6 Natural Sciences and Technology learners, a critical friend, and two Indigenous Knowledge Custodians. Various methods were used to collect data, including group activities by learners, participatory and lesson observation, focus group interviews (sharing circles), and learners’ journal reflections. The findings of the study revealed the significance of integrating Indigenous Knowledge with modern scientific principles, engaging in experiential and hands-on learning activities, involving Indigenous Knowledge Custodians, and using visual learning aids to enhance learners’ engagement and sense-making of nutrition. The study recommends that Indigenous Knowledge should be integrated with modern science to provide a comprehensive understanding of the topic of nutrition. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
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  • Date Issued: 2024-10-11

Medication adherence: a review of policy and education in South Africa

  • Authors: Nyoni, Cynthia Nomagugu
  • Date: 2023-10-31
  • Subjects: Patient compliance South Africa , Drugs Administration Study and teaching (Higher) , Pharmacist and patient South Africa , Pharmaceutical policy South Africa , Patient education South Africa , Medication adherence
  • Language: English
  • Type: Academic theses , Master's theses , text
  • Identifier: http://hdl.handle.net/10962/419548 , vital:71653
  • Description: Medication adherence is a patient's active and voluntary participation in following all the recommendations and instructions agreed upon with a health care provider such as a pharmacist. Adherence is a multidimensional phenomenon determined by the interplay of five factors: patient-related factors, socioeconomic factors, condition-related factors, health system-related factors, and therapy-related factors. Medication non-adherence is a problem in many countries, especially low to middle-income countries, including South Africa (SA). In low to middle-income countries, non-adherence is often worse due to insufficient health resources and inequities in access to health care. Medication adherence is a global problem and has raised the need for research and review. Many healthcare professionals, especially pharmacists, have an essential role in promoting medication adherence. This study described, explained and evaluated the policies in SA relating to the pharmacist's role in promoting medication adherence. Furthermore, it described medication adherence-related education at four universities in South Africa. The study was qualitative, and a two-phased approach was employed. In the first phase, a document analysis of the pharmacist’s role in supporting medication adherence was conducted as described in national policies and guidelines in SA. A total of 38 documents were analysed, including critical documents such as the South African Pharmacy Council Good Pharmacy Practice Manual and Associated SAPC rules (GPP) manual, National Drug Policy (NDP), Standard treatment guidelines (STGS) and Integrated Adherence Guidelines. The READ approach was used in conducting the document analysis and involved (1) preparing materials, (2) extracting data, (3) analysing data, and (4) distilling findings. The critical roles of pharmacists in medication adherence that were identified were in drug use, supply and management, dispensing, therapeutic drug monitoring, pharmacovigilance, pharmaceutical care, and special programmes like antimicrobial stewardship (AMS), multi-drug resistant tuberculosis (MDR-TB) care and antiretroviral treatment (ARV) and chronic conditions. In the second phase, in-depth interviews were conducted with lecturers to investigate and report on the inclusion of medication adherence and the teaching thereof in the curriculum of the Bachelor of Pharmacy Degree (BPharm) in pharmacy institutions in SA. Purposive sampling was used, and seven lecturers from four different institutions participated in the interviews. The interviews were conducted via Zoom® and were transcribed and analysed using thematic analysis. The teaching of medication adherence in the BPharm curriculum of the respective interviewed pharmacy institutions was explored. It was found that the topic of medication adherence was integrated into all subjects throughout the curriculum and not taught as a formal course. Although medication adherence is taught in many disciplines, it is predominantly in pharmacy practice in all institutions. The teaching methods identified included lectures, case studies, workshops, tutorials, practicals, readings, tasks, assignments and videos. The perceived effectiveness of the teaching methods was explored; also the time spent teaching medication adherence and the time efficiency. Student understanding, interest and engagement with the topic were explored and determined through their assessment performance and class attendance. In conclusion, from policies, the pharmacist's role concerning adherence is indirectly integrated into many other roles. It is often not distinguishable from that of other healthcare professionals and is often implied as part of a more generic role. Pharmacy students are educated on medication adherence and the skills and knowledge required to identify, monitor and support patient adherence to therapy. However, there is scope to increase the course content on medication adherence. There is a need to identify effective strategies for preparing pharmacists to assist patients in medication adherence. , Thesis (MPharm) -- Faculty of Pharmacy, 2023
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  • Date Issued: 2023-10-31

An analysis of corporate power in South Africa’s public policy, 1996-2014

  • Authors: Mvenene,Mbasa
  • Date: 2022-12
  • Subjects: Business enterprises --Law and legislation --South Africa , Political corruption – South Africa , South Africa -- Politics and government
  • Language: English
  • Type: Master's theses , text
  • Identifier: http://hdl.handle.net/10948/59489 , vital:62122
  • Description: The crux of this study is an analysis of the relations between corporate power and public policy in South Africa, in the period 1996 to 2014. The study’s focus is on corporate power’s influence on South Africa’s public policy and the various means through which power is exerted by the former to shape and control the latter, through the influence of the public policy process and outcome. The study achieves this by arguing that the GEAR and BEE policies failed to achieve their stated objectives, and instead serve as conduits for the exertion of inordinate public policy influence by corporate power. The study analyses how the placing of ANC leaders on major corporate boards has influenced South Africa’s public policy. The study will also examine the ways in which private corporate donations influence public officeholders in the governing ANC. The study also seeks to explore why the ANC with its seemingly progressive stance and history is susceptible to following neoliberal policies pushed for by political forces largely but not exclusively outside the party in the industries described to be targets of redistribution, mining, energy, and finance. The study asserts that private corporate donations made to the governing ANC have a corrupting effect on public policy and corrode democratic decision making and ultimately the public good. This study presents the argument that the ANC-aligned black political elite was co-opted into the structure of economic dominance with the GEAR and BEE policies and hence the prevalence of neoliberal economic policy in post-apartheid South Africa. The study also addresses the intricate relationship between the corporate and political elite, business, and money in South Africa’s elitist public policy landscape , Thesis (MA) -- Faculty of Humanities, School of Governmental and Social Sciences, 2022
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  • Date Issued: 2022-12

The memory altar

An exploration of how schools and teachers interpret and implement the Language in Education Policy for their classroom practice: a case study

  • Authors: Sibanda, Sikhumbuzo
  • Date: 2021-10-29
  • Subjects: Language policy South Africa , Education and state South Africa , Critical discourse analysis , Native language and education South Africa Kuruman , Educational change South Africa , South Africa Colonial influence , ‎South African Language in Education Policy
  • Language: English
  • Type: Master's theses , text
  • Identifier: http://hdl.handle.net/10962/192035 , vital:45190
  • Description: This case study explored how schools and teachers interpret and implement the Language in Education Policy for their classroom practices. Scholars like Alexander and Block (2012) note that the South African Language in Education Policy (LiEP) is one of the advanced policies globally. Other scholars like Perry (2015) and Ngcobo (2015) state that the policy in South Africa has failed when it comes to implementation. It is against this background that the research explored how schools and teachers interpret and implement the Language in Education Policy for their classroom practice in three primary schools in Kuruman, Northern Cape. The research methodology was qualitative and it used a case study approach. The study is informed and framed by the Language Policy framework and the CDA (Critical Discourse Analysis). The research sites were three Grade 4 classes and the participants were three teachers, three principals and three SGB Chairpersons from three different schools (one school in deep rural, another in semi-urban and the third in urban) in Kuruman. This case study, located in the interpretive paradigm, employed individual semi-structured interviews, non-participant classroom observations, document analyses and field notes for data collection. The study revealed that teachers are not versed in LiEP and their classroom practice is therefore not based on policy but on their own perceptions. Classroom practices were incongruent with what the Language in Education Policy requires. Even other documents which support the Language in Education Policy like the school language policies, were not used as guiding documents for classroom practice. Lastly, this study revealed that, despite a plethora of literature on how practice engages and disengages with Language in Education Policy (LiEP), the deconstruction of colonial and apartheid education is still a challenge especially in language use, perceptions of mother tongue instruction and the hegemony of English. One of the recommendations of this study is that teachers must be taught to use Languages of Learning and teaching required in their areas and they should also be given continuous professional development courses on policies so as to improve their practice. Language Policy Units should be set up within the provincial and district Departments of Education that would support the implementation of LiEP. , Thesis (MEd) -- Faculty of Education, Education, 2021
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  • Date Issued: 2021-10-29

Exploring affordances and hindrances when using Grade 8 Physical Science learners’ home language to mediate learning of chemical bonding

  • Authors: Shilongo, Wilhelm Nghidiputate
  • Date: 2021-10
  • Subjects: Science Study and teaching (Secondary) Namibia , Code switching (Linguistics) , Chemical bonds , Education, Bilingual Namibia , Native language and education Namibia , ‎Socio-cultural theory
  • Language: English
  • Type: Master's theses , text
  • Identifier: http://hdl.handle.net/10962/191079 , vital:45056
  • Description: It seems code-switching from English to learners’ home language is a regular practice in Namibian schools. That is, science teachers mediate specific challenging science topics such as chemical bonding through code-switching from English to learners’ home languages. Based on anecdotal evidence and on Grade 10 Examiners’ Reports for previous years, chemical bonding is one of the challenging key concepts in Physical Science, and yet it is an important concept in the study of chemistry. Therefore, the purpose of this interventionist study was to investigate how the use of learners’ home language enables and/or constrains Grade 8 Physical Science learners’ sense making of the topic, chemical bonding. The study is a convergent parallel mixed method case study and was underpinned by an interpretive paradigm. It was conducted with 17 Grade 8 learners in a rural school, where I teach, in the Oshana region. I used a diagnostic test to elicit learners’ prior knowledge on this topic, a post-intervention test, observation, reflections, focus group interview and stimulated recall interviews as my data collection methods. I used Vygotsky’s (1978) Socio-Cultural Theory as my theoretical framework to help explain how learners make sense of the concept of chemical bonding when learners’ home language is used in a Physical Science class. To analyse the quantitative data obtained, I used a descriptive statistics and inferential statistics method. In the descriptive statistics, data were compiled into graphs, tables, and other visual representations, while for the inferential statistics, a t-test was used to establish the significant difference of the data collected. On the other hand, a thematic approach to analyse the qualitative data was employed to come up with sub-themes and themes. The findings of the study revealed that learners’ home language stimulates learners’ interest to learn new concepts, and enhances learners’ understanding and participation during the science lessons. Another finding of the study revealed that learners’ prior knowledge in chemical bonding contained some misconceptions. Furthermore, the findings of the study also revealed that learners learn best when their prior knowledge are elicited before they are introduced to new concepts in their science classrooms. The study recommends that learners’ home language should be incorporated into Physical Science lessons, especially when the teachers are teaching challenging concepts such as chemical bonding. , Thesis (MEd) -- Faculty of Education, Education, 2021
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  • Date Issued: 2021-10

Towards Reconfiguring the Agricultural Expert System (AES) for Black Small to Medium Farmer Development for Commercialization: A progressively focused policy literature review and social learning dialogue in the Eastern Cape Raymond Mhlaba Local Municipality

  • Authors: Maqwelane, Lwanda
  • Date: 2021-10
  • Subjects: Farms, Small South Africa Amathole District Municipality , Minority farmers , Public-private sector cooperation South Africa Amathole District Municipality , Social learning South Africa Amathole District Municipality , Agricultural expert system (AES) , Black small to medium farmers (BSMF)
  • Language: English
  • Type: Masters theses , text
  • Identifier: http://hdl.handle.net/10962/188876 , vital:44794
  • Description: This study focuses on the agricultural expert system (AES), its inherited and potential reframing capabilities for the development, growth and transition of black small to medium farmers (BSMF) into the commercial sector. The study was conducted as a critical analytical policy review of implemented policies pre-and post 1994 that subsequently highlighted the thematic continuities and discontinuities of policy reform and the subsequent impact on BSMFs using the AES as a conceptual lens. The study aimed working with stakeholders in the AES in the Raymond Mhlaba Local Municipality as a case study to critically engage and question the AES and its contemporary framing and potential reframing and continued impact on the BSMFs development. This was conducted through a dialogical social learning process in partnership with diverse voices that cut across the contemporary agrarian landscape that included “universities, think tanks, vocational training providers, standards-setting agencies, trade associations that provide specialized training, education, information, research and technical support” (Porter, 2000, p.17). The data for the social learning dialogue process was generated through an iterative analysis of dialogical social learning workshops, focus groups and semi-structured interviews. The analysis focused on the framing (Chapters 2, 3, and 5) and reframing of the AES (Chapter 6). Through dynamic engagement within the knowledge hub (contextual social learning and literature), the study surfaces a potential alternative discourse that actively includes the BSMFs as a crucial component of the commercial sector AES as the analysis shows these are largely excluded. This alternative discourse occurred through dialogical interactions with all participants via a pro-actively constituted social learning process, enriched and deepened by literature as indicated above. Main recommendations of the study are: 1. The AES must be framed to address the holistic value chain of BSMFs to help address underlying policy dualism, 2. Public Private Partnerships are needed to support BSMFs development and these should adopt a social learning approach that is reflective of complex realities 3. There is need for better understanding of roles and contributions of stakeholders in the AES to avoid duplications. , Thesis (MEd) -- Faculty of Education, Education, 2021
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  • Date Issued: 2021-10

Optimising the uptake of [𝐈𝐫𝐂𝐥𝟔]𝟐− by a diammonium resin: HCl effect and resin performance

  • Authors: Ngayeka, Mbokazi Zizipho
  • Date: 2021-04
  • Subjects: Port Elizabeth (South Africa) , Eastern Cape (South Africa) , South Africa
  • Language: English
  • Type: Master's theses , text
  • Identifier: http://hdl.handle.net/10948/54089 , vital:46284
  • Description: The separation of [IrCl6]2- from [RhCl5(H2O)]2- by silica microparticles functionalized with 1,10-diamindecane (C10) and quaternized with 4-nitrobenzylchloride (NO2Benz) in various hydrochloric acid mediums was investigated by continuous column studies. The sorbent materials were synthesized using three different routes: Synthesis route 1 (NaI catalyzed synthesis of diammonium functionalized silica microparticles), Synthesis Route 2 (via silylazation of silica followed by functionalization) and Synthesis Route 3 (silane-based sorbent material). The functionalized sorbent materials were characterized by NMR, Microanalysis, SEM-EDS, FT-IR, TGA and BET surface area. The separation efficiency of the quaternary diammonium cations was investigated under dynamic flow adsorption conditions. Preliminary ICP-OES runs were done, at 6 M HCl, to assess which synthesis route gave the best performing sorbent material. [IrCl6]2- selectivity of the sorbent materials was achieved by washing with an HCl solution to remove unadsorbed metal species, then stripping off the [RhCl5(H2O)]2- with 0.05 M of sodium chlorate and the iridium species was eluted with a 20% HCl solution. From the preliminary ICP-OES, loading capacities were calculated, and it was observed that the three sorbent materials from synthesis route 2 (13.89 mg/g for (4) SSC10NO2Benz-A, 1.44 mg/g for (5) SSC10NO2Benz-HoA, and 1.0859 mg/g for (6) SSC10NO2Benz-DoA) showed the highest uptake of [IrCl6]2- and route 1 (1.89 mg/g for (1) SSC10NO2Benz-A, 1.25 mg/g for (2) SSC10NO2Benz-HoA and 0.99 mg/g for (3) SSC10NO2Benz-DoA ) and Route 3 (0.55 mg/g for (7) SC10-AI and 0.755 mg/g for (8) SC10-ACl) materials did not perform efficiently enough, thus were not used further for the HCl study. Within synthesis route 2, three sorbent materials were evaluated, which had varying quantities of the cation: SSC10NO2Benz-A (having a quantity previously used in our research and denoted A), SSC10NO2Benz-HoA (having a quantity Half of A) and SSC10NO2Benz-DoA (having a quantity double of A). SSC10NO2Benz-A showed the highest loading capacity than SSC10NO2Benz-HoA and SSC10NO2Benz-DoA; HCl studies were carried out using SSC10NO2Benz-A. HCl solution having different concentrations (5, 5.5 , 6 , 6.6 and 6.8 M) were used to prepare the metal solutions. This was done to assess which HCl concentration gave the best metal solution containing high amounts of [IrCl6]2- and [RhCl5(H2O)]2-, which would result in a more efficient separation. An auto titrator was used to standardize the HCl concentrations, and the metal ion chloride species solutions were determined by UV-Vis, and their concentrations were confirmed with ICP-OES. Column sorption of iridium and rhodium on SSC10NO2Benz-A using these HCl solutions was carried out, and loading capacities of [IrCl6]2- were obtained. The loading capacities of the 5 M, 5.5 M, 6 M, 6,6 M and 6.8 M HCl solutions for [IrCl6]2- were 2.64, 4.01, 13.89, 18.15 and 7.23 mg/g, respectively. The optimum separation conditions were thus determined by investigating effective parameters such as the method of synthesis, silica to cation ratio, HCl concentration and flow rate. This thesis presents quaternary diammonium sorbent materials that could be applied in feed solutions from ore processing for iridium recovery. , Thesis (MSc) -- Faculty of Science, School of Biomolecular and Chemical Sciences, 2021
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  • Date Issued: 2021-04
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