11613 research outputs found
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Beyond borders: meeting - - a one stop border post celebrating the journey beyond the abyss
No full textDissertation (M.Arch. (Architecture))--University of the Free State, 2023A border post sets the stage for a fleeting experience, designed purely for processing, a non-transactional event. It is common to perceive border posts as transitory spaces, primarily designed to facilitate efficient processing, and devoid of any transactional value. It exists as a non-place by ignoring the connections between the two nations it separates. The Lebombo Border, situated between South Africa and Mozambique in the Lebombo Mountains, serves as the case study for investigating the complexities and consequences of border dynamics. The main question is how an appreciation of the journey narrative could transform a non-place as a temporary abode to a place concerned with identity and history, and how to infuse a border post with a sense of purpose beyond its conventional duties. Most studies fail to pinpoint the deficiencies in conventional border post designs. This architectural study explores the transformative potential of border posts as meaningful, culturally sensitive spaces that foster spatial justice by going beyond conventional borders to find an alternative reaction. The reaction is rooted in the integration of narrative, events, and ritual elements composed as a one-stop border post. Integrating these elements enables the creation of spaces that honour history, context, and cultural identity. The main objective is to reveal the hidden poetic sensibility and challenge the normative and liminal design of a border. The proposal celebrates the meeting place between South Africa and Mozambique laden within the non-place of architectural transition spaces
Engagement of preservice teachers in the assessment of their Work-Integrated Learning
No full textWork-Integrated Learning (WIL) stands as a formally supervised and assessed program designed for preservice teachers to apply and refine their teaching skills within school settings. This study addresses the inquiry of how to effectively involve preservice teachers in the assessment of their WIL experiences. Employing participatory action research (PAR) as the chosen methodology, the research engaged with nine preservice teachers actively involved in WIL, a teaching practice officer, and five teachers serving as mentors to the students. Data collection was performed utilizing the principles of free-attitude interviews and participant observation. The ensuing data underwent interpretation and analysis employing the framework of critical discourse analysis. The findings revealed a pronounced need for collaborative efforts among assessors, mentor teachers, lecturers, and preservice teachers. Establishing robust collaboration emerged as the most viable solution for engaging preservice teachers in the assessment of their Work-Integrated Learning experiences.Publisher's versio
Combination treatment with EGFR inhibitor and doxorubicin synergistically inhibits proliferation of MCF-7 cells and MDA-MB-231 triple-negative breast cancer cells In Vitro
No full textThe role of the epidermal growth factor receptor (EGFR) in tumor progression and survival is often underplayed. Its expression and/or dysregulation is associated with disease advancement and poor patient outcome as well as drug resistance in breast cancer. EGFR is often overexpressed in breast cancer and particularly triple-negative breast cancer (TNBC), which currently lacks molecular targets. We examined the synergistic potential of an EGFR inhibitor (EGFRi) in combination with doxorubicin (Dox) in estrogen-positive (ER+) MCF-7 and MDA-MB-231 TNBC cell lines. The exposure of MDA-MB-231 and MCF-7 to EGFRi produced an IC₅₀ₛ of 6.03 µM and 3.96 µM, respectively. Dox induced MDA-MB-231 (IC₅₀ 9.67 µM) and MCF-7 (IC₅₀ 1.4 µM) cytotoxicity. Combinations of EGFRi-Dox significantly reduced the IC₅₀ in MCF-7 (0.46 µM) and MBA-MB 231 (0.01 µM). Synergistic drug interactions in both cell lines were confirmed using the Bliss independence model. Pro-apoptotic Caspase-3/7 activation occurred in MCF-7 at 0.1–10 µM of EGFRi and Dox single treatments, whilst 1 μM Dox yielded a more potent effect on MDA-MB-231. EGFRi and Dox individually and in combination downregulated the EGFR gene expression in MCF-7 and MDA-MB-231 (p < 0.001). This study demonstrates EGFRi’s potential for eliciting synergistic interactions with Dox, causing enhanced growth inhibition, apoptosis induction, and downregulation of EGFR in both cell lines.Publisher's versio
Assessment of fire safety management for special needs schools in South Africa
No full textThe safety and well-being of learners with special educational needs in South Africa remain a paramount concern, significantly impacting their constitutional rights and dignity. Despite legislative commitments aimed at fostering inclusive education, a pervasive absence of adequate fire safety measures in special needs schools (SNSs) in South Africa has persisted, leading to the vulnerability of these learners. Tragic incidents, such as fatal fires in these schools, as reported in the literature, underscore the urgent need for immediate intervention to ensure the safety and security of these learners, especially with regards to fire hazards. This study, conducted within the Northwest Province of South Africa, assessed the state of fire safety management in SNSs by applying a series of chi-squared (χ²) tests of independence for categorical variables, descriptive statistics, and regression analysis using the Statistical Package for Social Scientists (SPSS), Version 20 and found that limited access to power is the potential root cause of fires in these schools; also, the limited amount of fire safety initiatives was a problem. In addition, the ordinal regression showed a statistically significant relationship when the question of to what extent the learners in the sampled schools are involved in fire safety programs was regressed with the questions of whether management and stakeholders were involved in fire safety programs and also on taking part in the physical fire safety programs (χ² = 47.412; df = 2; p < 0.001; R² = 70.5%). Furthermore, fire safety management was not sufficiently implemented in the sampled schools and the safety legislations of the country were not implemented accordingly when it came to fire safety. This study identified root causes of fire risks, gauged stakeholders’ awareness and involvement in fire safety management, and advocated for more stringent safety policies and practices within the SNS based on the above findings.Publisher's versio
A support framework to facilitate social learning and integration skills of first-year undergraduate medical students
No full text. Limited research exists on medical students’ coping and adjustment skills, especially in the South African context. Stakeholders planning medical curricula need to be aware of emotional and communication skills that allow students to cope and adjust to stress associated with transitioning to medical studies.
. To design a support framework to facilitate first-year undergraduate medical students’ social learning and integration skills.
. This descriptive qualitative case study used multiple data collection methods, nominal group meetings and Delphi questionnaires to explore and understand undergraduate medical students’ challenges with social learning and integration factors. These insights were then used to develop the support framework.
. The support framework articulates levels of engagement and actions required to address social learning and integrated factors, namely under- preparedness, peer support, confidence, self-management, alienation and academic advice.
. Implementing the proposed support framework on social learning and integration could facilitate the successful transition of first-year undergraduate medical students from high school to university. This framework aids students in dealing with social learning and integrated factors, such as under-preparedness, peer support, confidence, self-management and alienation as well as academic advice using contextualised and appropriate skills and tools.Publisher's versio
Challenges experienced by physically challenged learners in practical physical education classes in South Africa: a systematic analysis
No full textThis paper, framed within the interpretivism theory, argued that government, stakeholders, and policymakers could foster and promote policy advocacy to address the challenges militating against the participation of physically challenged learners (PCLs) in practical physical education (PE) classes. Despite the noticeable need for physical activities in the lives of PCLs, there are growing concerns that learners in physical education classes still face many challenges in practical classes. The research was a systematic review of literature that identified studies that focused on the challenges that PCLs experience in practical physical education classes. Data was gathered from a collection of relevant articles as well as 20 publications that were critically reviewed. Only ten publications were found to meet the inclusion criteria. As a result, four main themes emerged from the data as thematic analysis was adopted. The findings revealed that PCLs frequently encounter challenges such as inaccessible equipment, poor social support, the PE curriculum/programme, and a lack of teachers training in practical physical education classes, which can limit their ability to engage and fully participate in PE practical classes. The study contributed to the body of physical education studies by providing a framework for a more integrated Physical Education for Physically Challenged Learners (PCLs), which could be implemented all around the world. It recommends, among others, that the members of the executive councils, school management teams and policymakers should work together by providing schools with accessible equipment and strong social support for PCLs to feel less isolated and more supported. This study concludes that exploring these challenges and developing coping strategies can help to ensure that PCLs can participate and benefit from PE practical classes.Publisher's versio
A systematic literature review on transparency in executive remuneration disclosures and their determinants
No full textThere are ongoing debates globally regarding excessive executive compensation, the perceived weak link between pay and performance, and the widening inequality gap. The South African corporate governance code King IV’s Principle 14 addresses the need for fair, responsible, and transparent remuneration. At the same time, the newly enacted Companies Amendment Act No. 16 of 2024 in South Africa emphasizes transparency in compensation, shareholder voting, and responding to shareholder feedback. This study conducts a systematic literature review of 30 articles on the transparency of executive remuneration disclosures and their determinants by analyzing Scopus-indexed articles published between 2010 and 2023, selected through specific keyword searches. The findings suggest an increasing focus on research regarding the disclosure of executive compensation, predominantly conducted in the Global North and primarily framed through agency theory. Studies exploring the factors influencing executive remuneration and the relationship between pay and performance are prevalent, with mixed results generally indicating a positive connection. Firm size emerges as a key factor in transparency, and many studies employ binary scoring to evaluate whether executive compensation disclosure is present. This paper provides valuable insights for investors, analysts, and policymakers and adds to the current understanding of executive remuneration transparency.Publisher's versio
African women and spirituality: a study of narratives and agency
No full textThesis (Ph.D.(Systematic Theology))--University of the Free State, 2024The background to this thesis is the pervasive religiosity of women in Africa, as well as the social and academic turn to spirituality. Some scholarship on the spirituality of African Christian women has already been produced. This research explores a hiatus in the current knowledge, by focusing on the notions of ‘narrative’ and ‘agency’. The central research focus addresses the question as to whether narrating a spiritual journey could contribute to the empowerment and enhancement of women’s agency. In the Introduction, the notions of ‘agency’ and ‘narrative’ are explained with reference to applicable scholarship and these prove that there is substantial evidence for the current interest in these categories of interpretation in both the humanities and theology. Five secondary questions
structure the layout of the research and explore specific dimensions of the research focus.
In Chapter 1, the plight of women in Africa and, more specifically, in Zambia and in the church is discussed. The Chapter concludes that, despite commendable changes, patriarchy still deeply inhibits women’s agency. This justifies the approach of this study of the spirituality of women. Chapter 2 attends to the developments in spirituality as academic discipline over the past few decades and opens perspectives to approach this research, and to redress a weakness in much of the reflection on the spirituality of African women. Chapter 3 investigates the current state of scholarship on African womanist spirituality, with reference to general African and feminist spirituality, and to specific proposals by African female scholars. Significant emphases and motifs emerge, as well as the significant contribution by the Circle of Concerned Women Theologians.
The quest for agency is pervasively present, but often in the form of referencing to related terms such as empowerment, liberation, identity, and autonomy from the same semantic domain. The discussion is not about the central role of story-telling. The explicit proposal of this thesis to approach African womanist spirituality from the combined and explicit perspective of agency and narrative is evidently a scholarly contribution. Chapter 4 makes another contribution, by selecting autoethnography as additional research methodology to literature study. This proves to be a most applicable approach to retrieve marginalised voices and to attend to the continued impact of culture on the life of African women.
Chapter 5 is an application of this method, and presents the personal story of the researcher about her own spiritual journey, her struggle to assert her agency, the critical role of communality in the form of the Church Women Fellowship, and the importance of the Nsenga culture. The Conclusion to the study analyses the personal narrative and answers the central and secondary questions of the research. The research persuasively argues that there is an intricate connection between womanist spirituality, agency, and narrative. This makes a substantial contribution to the current study of African womanist spirituality. Finally, some suggestions are made on the further study of agency and narrative in spirituality, and on the role of constructive theology, especially trinitarian theology
Web-based application software for Judd-Ofelt analysis of Eu³⁺ ion luminescence
No full textThis article reports on the development of a new Web-based application software for calculating Judd-Ofelt intensity parameters and derived quantities from the emission spectra of Eu³⁺ doped compounds. The application was entirely developed in JavaScript, and it is compatible with all major browsers. The web application can be accessed via the following link https://sciapps.sci-sim.com/judd_ofelt_analysis_Eu.html. Test samples of ZnO doped with different amounts of Eu³⁺ were synthesized using the combustion method, and their radiative properties and the chemical environment in the Eu surroundings were thoroughly investigated by Judd-Ofelt intensity and the derived parameters using the online application. In contrast to the tediousness and time-consuming process of these types of calculations, by using this online software, all intensity parameters and the derived quantities can be obtained within a short time.Publisher's versio
Sexual and Reproductive Health Services: experiences and views of young adults and providers in Soshanguve
No full textDissertation(M.Soc.Sc.(Health Systems Studies))--University of the Free State, 2024: Despite efforts to educate young people about healthy sexual behaviours and the availability of sexual and reproductive health (SRH) services, risky sexual behaviour (RSB) outcomes such as unplanned pregnancies, unsafe abortions, and sexually transmitted infections (STIs) among youth in South Africa persist. Efforts have been made to implement SRH interventions aimed at addressing RSB outcomes through targeted clinic SRH services tailored for young people. However, implementation discrepancies continue, necessitating improvements in service delivery strategies and policy guidelines. These discrepancies stem from various barriers such as insufficient knowledge, education gaps, myths, misconceptions, family dynamics, socio-cultural elements, and systemic health issues. To comprehensively analyse these challenges, this study adopted the Socio-Ecological Model (SEM) proposed by McLeroy et al. (1988). The SEM framework acknowledges the multi-layered influences on human behaviour; that is, the , , , - .
: How do socio-ecological factors influence young adults and SRH providers’ experiences and views regarding SRH services in Soshanguve, South Africa?
: The aim of the study was to explore how socio-ecological factors influence the experiences and views of young adults and SRH providers regarding SRH services in Soshanguve.
: The research project utilised an interpretive paradigm. A qualitative approach was employed by using an exploratory research design to explore the personal views and experiences of young adults and SRH providers regarding SRH services at clinics. The study was conducted in three purposively selected local clinics in Soshanguve. The sample consisted of fifteen young adults, comprising of seven females and eight males, selected through convenience sampling. Five SRH providers were selected through purposive sampling. They were collected through in-depth interviews (IDIs) with young adult participants, in addition to key informant interviews (KIIs) with SRH provider-participants. All interviews were audio-recorded and transcribed for analysis by applying Thompson’s (2022) eight-step abductive analysis, which allowed the blending of inductive and deductive reasoning. Data from young adults and SRH providers was triangulated. Ethical considerations focused on informed consent, confidentiality, privacy, and respect throughout the research.
: Both young adults and SRH providers identified key challenges across the SEM that affected their views and experiences of clinic SRH service in Soshanguve. At the , knowledge, attitudes and beliefs about SRH were crucial determinants. At the , both groups perceived parent-child and peer communication as the critical factors influencing young adults' knowledge, attitudes, and behaviours towards SRH. - factors hindering and facilitating young adults’ access to and utilisation of clinic SRH services such as societal attitudes, religious beliefs, and cultural norms emerged as significant barriers contributing to stigma and discrimination for both groups. Both groups perceived similar - barriers and facilitators such as limited clinic operating hours, overcrowding, and lack of confidentiality. However, young adults expressed greater concerns about SRH providers’ judgemental and gender-bias attitudes, while SRH providers were concerned with the impact of the clinic booking system, especially for the abortions. At the , both groups emphasised the need for guidelines that could support comprehensive education, youth-friendly services, and mobile SRH services to address systemic issues and enhance access for young adults.
: The findings revealed the views and experiences of both young adults and SRH providers regarding young adults’ access to and utilisation of clinic SRH services in Soshanguve, thus underscoring the necessity for a multi-layered SEM approach. Addressing the identified SEM factors through targeted interventions and policies can assist in bridging the gaps in service delivery and the utilisation of resources to promote better SRH outcomes among young adults