11613 research outputs found
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Seed bank: for indigenous Sub-Saharan plant & crop species
No full textThe proposed design aims to create a Seed Bank for indigenous sub-Saharan plant and crop species that will be located on the outskirts of Bloemfontein, Free State. This facility integrates on-site preservation processes in parallel with research on the preservation of seeds. The Seed Bank will function as a proactive catalyst for combatting climate change, food shortages, natural and made disasters pertaining to agriculture. It will be a point of exchange where the farmer can contribute seed samples and also have access to alternative seed species and research that can increase yield and preserve soil integrity. The facility is a statement of the importance that seed biodiversity holds for the survival of future generations that is in dire need of food security. Furthermore, the greenhouses will ensure the education and viability that non-indigenous plant species could contain as growing conditions will be simulated within a controlled environment. Local plant and crop species will be planted on large scales so to continuously retrieve new seed samples. The design is placed amidst already existing agricultural activities and will aim to be critical regionalist whilst ensuring a humane design as it will stand for many generations and serve as a beacon of hope in the open landscape. Ensuring the spirit of place is emphasized and embodied the design will strive to be identifiable, but timeless in relation to its function and context
Using selective learning in schools to enhance effective learning interest among Grade 10 learners in selected schools in Motheo education district, Free State province
No full textAfter 20 years of democracy, the South African educational curriculum, which is known as Curriculum and Assessment Policy Statement (CAPS), is still a matter of concern with regards to its inflexibility to sufficiently accommodate all learners’ learning interests. The curriculum is also unable to create significant effective learning interest, and to prepare learners for higher education and the world beyond high school classrooms. This has also increased the number of school dropouts. Contrary to this background, this study explored how the use of selective learning can enhance effective learning interest among Grade 10 learners in selected schools in Motheo Education District, Free State Province. The challenges Grade 10 teachers encounter from the implementation of selective learning in schools. Including the impact of selective learning on learners’ readiness for university education. The study utilised Gardner’s theory of Multiple Intelligence (MI) as its framework, which stipulate that not all learners can learn effectively within the standardised curriculums, due to differences in learning interests and cognitive abilities. It adopted a qualitative research methodology, through grounded theory research design and semi-structured interviews consisting of open-ended questions as an instrument for data collection. Purposive or judgemental sampling techniques were used to select participants, with a sample size of eight participants (n=8, teachers: n=5, females, and n=3 males) (n=5 Black teachers, and n=3 White teachers). Participants were Grade 10 level teachers from two schools, School A was based in a rural area, and School B was in an urban area in Motheo Education District, Free State Province. All participants had relevant teaching qualifications and experiences. Qualitative data was analysed through thematic analysis. The thematic findings revealed that selective learning enhances effective learning interest. This includes creating tolerable learning, enhancing cognitive skills, and enhancing teaching and learning and academic excellence. Findings revealed that selective learning improves the current educational curriculum, CAPS, by enhancing the learning environment, as well as subject groupings, teaching skills and academic excellence. In addition, the study revealed that there are challenges, which are faced when implementing selective learning in schools. These includes adaptation, confusion, and lack of resources and teacher training. This study also revealed that selective learning plays a critical role in preparing learners for university education. In conclusion, this study recommends that Selective Learning contributes to learners’ learning benefits by enabling them to learn effectively and the associated enhancement of the teachers’ teaching skills
Pathways to deviance: exploring the relationship between peer affiliation, gang membership and youth misconduct
No full textDeviant peer affiliation and gang membership often act as a catalyst for maladaptive behaviour, as individuals in the late adolescent phase of lifespan development typically share stronger attachment to their peers than to their caregivers. An interrelationship also exists between delinquency and factors such as peer approval of deviance and peer pressure to transgress. This is particularly prevalent when exposed to challenges in the family or school, which typically perpetuate feelings of rejection, leading to a greater likelihood to seek out peers to gain a sense of belonging, support and camaraderie. Despite the importance of these interactions, exposure to antisocial peers or gangs exponentially increase the propensity to transgress, as maladaptive behaviour would be reinforced, thereby decreasing the efficacy of primary and secondary socialisation agents. Moreover, youths may become desensitised to violence, learn to rationalise unlawful behaviour and gain opportunities for crime. Accordingly, a qualitative study was conducted in South Africa to explore peer affiliation and gang membership as a pathway to deviance, based on the unique experiences of 20 detained male youths. The data were obtained through purposive sampling and analysed by frequency or percentage distributions, and also through narrative accounts from the participants. The findings identified deviant peer affiliation (75%) and gang involvement (65%) as key factors which motivated the participants to transgress. Furthermore, the association between peer affiliation, substance abuse, academic failure and truancy was apparent. It is thus envisaged that these findings will stimulate further research, contribute to the existing literature and aid in the development of strategies to manage deviant peer association and gang membership.Publisher's versio
Management, morbidity and mortality of Guillain Barré Syndrome patients admitted to ICU at Universitas Academic Hospital
No full textBackground: Guillain Barré Syndrome is the commonest cause of acute flaccid paralysis. It is an autoimmune post-infectious disorder that is monophasic and has good prognosis. However, a third of hospitalised patients with GBS are admitted to ICU with respiratory failure or dysautonomia. ICU mortality and morbidity has been associated with prolonged ICU stay of more than nine days and mechanical ventilation. Objective: The main aim of the study was to describe the clinical presentation, ICU management, complications and outcome of patients with Guillain Barré Syndrome requiring ICU management at the Universitas Academic Hospital, Free State Province of South Africa. Methods: The study was a retrospective observational study. A medical audit was carried out in all patients above the age of 13 years admitted to ICU at UAH with a diagnosis of GBS or AIDP. Telephonic interviews were also conducted to follow up on disease progression post discharge from hospital. Results: Twenty-six patients were included in the study. The median age was 30 years (range 13-77 years), males were predominant (65.8%) and black ethnicity comprised 83.3% of the patients. The median length of ICU stay was 9 days (range 1-140 days). The main indicator for ICU admission was respiratory monitoring (73%) followed by both respiratory monitoring and dysautonomia (26%) and dysautonomia (4%). Seventeen of the 25 (68%) patients were intubated and 11/17 (65%) had a tracheostomy for prolonged intubation. All patients were treated with intravenous immunoglobulin and four patients had additional immunosuppressive therapy. Eighteen patients (69,2%) had comorbidities with HIV infection being the commonest. Nineteen patients (73%) had complications that included prolonged ICU stay of more than nine days, mechanical ventilation, electrolyte imbalance, hypoalbuminaemia, anaemia, ventilator associated pneumonia and sepsis. The median ICU stay for patients with complications was 14 days (range 3-140 days) and for patients without complications was 3 days (range 1-7 days) (p<0.01). The serious complication rate was 88.9% in HIV infected patients versus 64.7% in HIV non-infected patients (p = 0.357). The use of traditional medicine was associated with a high complication rate, especially hepatic and multi-organ failure. Four ICU managed patients died. Conclusion: Prolonged ICU stay was associated with multiple complications. There was no significant difference between patients with co-morbidities and those without co-morbidities in terms of length of ICU stay and complications
Training, knowledge, experience and perceptions regarding cardiopulmonary resuscitation of doctors at Universitas Academic Hospital
No full textIntroduction: High-quality CPR is proven to improve immediate survival and survival to hospital discharge in patients having a cardiac arrest in hospital. Evidence shows that without frequent retraining in CPR, health-care providers lose their skill and knowledge earlier than the current recommendation i.e. to attend CPR retraining every two years. The purpose of this study was to determine the current competencies of doctors at Universitas Academic Hospital regarding CPR training, knowledge, experience and perceptions. Methods: A questionnaire designed by the researcher and reviewed by CPR providers was distributed to interns, medical officers, registrars and consultants obtaining information regarding CPR training, CPR exposure and perceptions regarding CPR retraining and CPR knowledge. The knowledge aspect of the questionnaire consisted of questions on basic, advanced cardiac, paediatric, neonatal and obstetric life support. Results: Of the 245 participants only 22,5 % achieved competency (a mark ≥ 80%) for the knowledge aspect of the questionnaire. The majority of participants had not had retraining after two years although 96,7 % of participants felt that keeping up to date with CPR guidelines improved patient outcomes. The most common reasons given for not feeling confident in performing CPR was training related. Conclusion: Doctors at Universitas Academic Hospital are currently not adequately trained in CPR and it reflects in their lack of CPR knowledge. Lack of training seems to be the most common reason for not feeling confident and being too busy to attend these retraining courses was reported as the most common reason. From this study it also seems that very little of the departments have CPR training for their doctors. Implementing a regular CPR training program within the hospital is suggested to improve CPR knowledge of doctors
Enhancing teacher pedagogical content knowledge of teaching Sesotho phonics to learners with learning disabilities
No full textThis study focuses on the enhancement of teachers’ pedagogical content knowledge (TPCK) by investigating the lived-experiences and knowledge of three special school teachers who teach learners with learning disabilities (LLDs). This research was carried out in one of the special schools within the Motheo District in the Free State Province of South Africa. The population sample for the study included Sesotho teachers teaching LLDs in a special school. The researcher purposively and conveniently selected Junior Phase teachers for the study which employed Participatory Action Research (PAR) as the research methodology. Three instruments for data collection were employed: focus group discussions, classroom observations, and document analyses. The findings revealed that most of the teachers did not have the required in-depth knowledge about Sesotho phonics. Also, most of the participants did not possess adequate content knowledge pertaining to the teaching of Sesotho phonics to LLDs. Moreover, the co-researchers did not know how to adapt and familiarise themselves with diverse learner-needs. Knowledge of learner-centred strategies was lacking. The co-researchers’ pre-conceptions and misconceptions on the topic of phonics were also evident. The research team used Social Constructivism and Ubuntu as the theoretical frameworks which enabled the researcher to work closely with co-researchers in sharing information. Mcniff and Whitehead’s Framework and Guidelines were utilised to engage with the topic under investigation. Critical Discourse Analysis (CDA) was applied to analyse data collected from the three co-researchers through their lesson presentations in teaching Sesotho phonics to LLDs. The most important recommendations assist in overcoming the main challenges; these are that Sesotho teachers in the Junior Phase of this special school must continue to apply the principles of PAR, and that they should avail themselves for regular in-service training to enhace their TPCK in teaching Sesotho phonics to the LLDs
’n Voorgestelde onderrigmodel vir die aanleer van Afrikaans as vreemde taal in ’n aanlyn omgewing
No full textProefskrif(Ph.D.(Afrikaans en Nederlands))--Universiteit van die Vrystaat, 2021Die onderrig van Afrikaans as vreemde taal binne ʼn aanlyn omgewing het met die aanvang van die studie in 2017 nog nie veel aandag ontvang nie. Die navorsing wat vir hierdie proefskrif onderneem is, het eerstens gefokus op die ontwikkeling van ʼn aanlynvreemdetaalonderrigmodel en tweedens op die kritiese evaluering van die Suid-Afrikaanse Kwalifikasie Owerheid (SAKO/SAQA) geakkrediteerde (GA)-kursusse gerig op vreemdetaalverwerwing met betrekking tot die voorgestelde onderrigmodel. Die evaluering sal dit moontlik maak om tekortkominge in die kursusse (soos dit in 2017-2019 daaruit gesien het - ʼn aanlyn omgewing van onderrig impliseer noodwendig kontinue opdatering en vernuwing) te identifiseer en aanbevelings te maak.
-1 en -2 is vreemdetaalaanleerderkursusse wat deur die Departement Afrikaans en Nederlands, Duits en Frans aan die Universiteit van die Vrystaat aangebied word. Die kursusse bied geleentheid aan volwassenes om Afrikaans as vreemde taal aan te leer. Studente wat vir hierdie twee kursusse registreer, het onderskeidelik óf geen voorafkennis van Afrikaans nie óf beskik oor ʼn bietjie passiewe kennis van Afrikaans, maar nie die aktiewe vermoë tot kommunikasie nie. Dit is aanvanklik as gemengde leerkursusse aangebied en in 2017 is die inisiatief geneem om dit verder om te bou vir ʼn volledige aanlyn onderrigomgewing om ook vir volwassenes buite die UV se direkte voedingsgebied geleentheid te gee om Afrikaans aan te leer.
Naas die literatuurstudie, het die ondersoek van ʼn multifase-gemengdenavorsingsmetode gebruik gemaak. Die eerste fase van die studie het plaasgevind voordat studente (respondente in die studie) met die kursusse begin het. Tydens hierdie fase is studente gevra om ʼn behoefte-analisevraelys te voltooi, wat grootliks kwantitatiewe data gegenereer het. Fase twee van die studie het plaasgevind nadat dieselfde studente die GA-kursusse voltooi het. Tydens die tweede fase is die studente gevra om aan ʼn individuele onderhoud deel te neem en ʼn evaluasievraelys te voltooi.
Die resultate van die behoefte-analises het getoon dat studente wat vir die kursusse ingeskryf het Afrikaans wil aanleer om dit veral in ʼn sosiale opset te gebruik. Die studente wil ook in staat wees om eenvoudige Afrikaanstalige kommunikasie te verstaan om daarop te kan reageer. Die behoefte-analise het die studente se voorkeuraktiwiteite in terme van onderrig (taalverwerwing) en onderwerpe (kursustemas) geïdentifiseer. Die evaluasievraelys is gebruik om vas te stel tot watter mate die GA-kursusse aan die behoeftes en die verwagtinge van die studente voldoen het. Die onderhoude is gebruik om meer detail aangaande die evaluasie van die kursusse en ander aspekte van die aanlyn platform vas te stel.
Om die parameters van ʼn ideale aanlyn onderrigmodel te kon identifiseer, is ʼn literatuurstudie met betrekking tot taalonderrigbenaderings en -metodes, volwassene-leer teorieë en aspekte rondom taalverwerwing (leer) in ʼn aanlynomgewing bespreek. Die ondervinding wat die navorser as fasiliteerder van die GA-kursusse opgedoen het en die data van die respondente (vraelyste en onderhoude) is ook gebruik in die ontwikkeling van die voorgestelde vreemdetaalonderrigmodel. Die model bestaan uit drie hoofkomponente: , . Elke komponent behels riglyne ten opsigte van die wyse waarop dit in ʼn aanlyn omgewing toegepas moet word. fokus op die taalvaardighede wat in ʼn vreemdetaalkursus ontwikkel moet word en watter taalonderrigbenaderings en -metodes daardie vaardighede die beste aanspreek. Die fokus op riglyne vir die ontwerp van ʼn kursus om effektiewe leer vir volwassenes te bewerkstellig. Die is in vyf subkomponente verdeel wat op die ontwerp van leermateriaal, assessering en terugvoer, kursushulpbronne, kursusontwerp en die rol van die fasiliteerder fokus.
Aan die hand van die toepassing van die ideale (voorgestelde) aanlyn onderrigmodel vir taalverwerwing op die GA-kursusse, is daar bevind dat dit oor die algemeen goed saamgestel is en meestal aan die riglyne van die voorgestelde model voldoen. Die belangrikste aanbevelings en/of gebreke setel rondom die gebrek aan kommunikasie (op die leerplatform) tussen die fasiliteerder en die studente, die tekort aan reflekteringsaktiwiteite en die eensydige sosiale aanwesigheid van die fasiliteerder.
Die ondersoek kan ʼn bydrae lewer tot aanlyn onderrig vir vreemde tale en spesifiek ook vreemdetaalonderrig in ʼn Suid-Afrikaanse konteks en vergelykbare (“low tech”) omgewings (kontekste) wat betref die uitdagings en beperkinge met betrekking tot tegnologie en data. Die ondersoek lewer ook ʼn bydrae tot die opdatering en verbetering van tans die enigste geakkrediteerde kortleerprogram vir Afrikaans as vreemde taal.
___________________________________________________________________Teaching Afrikaans as a foreign language within an online environment had not received much attention when this study started in 2017. The research undertaken within this dissertation focused firstly on developing an online foreign language teaching model specifically for Afrikaans aimed at adults and secondly evaluating the SAQA accredited () online courses with regard to the model. The critical analysis will determine to what extent the courses (as they initially were in 2017-2019) meet the proposed “ideal” model requirements. In this way, any shortcomings of the courses can be identified, and recommendations can be made to the course owners.
-1 and -2 are foreign language courses offered by the Department of Afrikaans and Dutch, German and French at the Free State University. The courses provide an opportunity to adults to learn Afrikaans as a foreign language. Students who register for these courses either have no prior knowledge of Afrikaans or have some passive knowledge of the language. The courses were initially offered as blended learning courses, and in 2017, the initiative was taken to move the courses online to give more people the opportunity to learn Afrikaans.
Alongside the literature review, the study also made use of a multi-phased mixed methodology research design. The first phase of the study took place before the students started the -courses. During this phase, the students were asked to complete a needs analysis questionnaire. This questionnaire yielded primarily quantitative data. The second phase of the study took place after the students completed -courses. During this phase, the students were asked to complete an evaluation questionnaire and participate in an individual interview. This phase of the study yielded both quantitative and qualitative data.
The needs analyses showed that the students who register for the courses want to learn Afrikaans to use the language in social settings. The students also want to be able to understand specific phrases when they hear them and be able to react to them. The needs analysis also identified the students’ preferred activities and topics for the foreign language courses. The evaluation questionnaire determined the extent to which the -courses meet the needs of the students. It also more specifically evaluated the content used on the online platform to determine if it was adequate. The interviews were used to obtain more detail regarding assessing the courses and other aspects of the online platform.
To identify the model's parameters, literature on language teaching approaches and methods, adult learning theories, and theories on learning in an online environment were researched. The experience gained by the researcher as a facilitator of the -courses and the data of the respondents were also used to contribute to the development of the foreign language teaching model. The model has three main components: language acquisition, the and the . All of the components entail guidelines regarding what should be kept in mind when developing a foreign language online course for adults. focuses on the language skills that should be developed and the language approaches and methods best suited. gives guidelines on the aspects that should be kept in mind when teaching adult students. consists of five subcomponents, , , , and the facilitator's role.
When comparing the model with the -courses, it was found that the courses are well designed and mainly comply with the guidelines of the proposed model. The main recommendations/shortcomings centres around the lack of communication on the learning platform between the students and the facilitator, the absence of reflection activities and the absence of a social presence of the facilitator.
The research can contribute to the online teaching of foreign language and, specifically, the teaching of a foreign language with a South African context and similar “low-teach” environments regarding the challenges faced with internet connections and data. The research can also contribute to updating and improving the currently only accredited short learning Afrikaans as a foreign language course.
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Quantifying the nutritional and income loss caused by crop raiding in a rural African subsistence farming community in South Africa
No full textGlobally, crop damage by wildlife contributes to food insecurity through the direct loss of food and income. We investigated the calories lost and the potential economic impact of crop raiding at subsistence homesteads abutting the Hluhluwe Game Reserve, and assessed mitigation measures to combat crop raiding. We quantified the seasonal loss of calories (kJ/g) of four common crops, namely, beetroot, common bean, maize, and spinach, and determined the seasonal potential income loss. We used a stratified sampling approach to sample the homesteads. We found that season, crop type and the interaction between season and crop type predicted relative calorie loss and potential income loss, with the highest
income loss recorded for spinach in the dry season. Significant differences were found for the potential income loss for all crop types in the wet season, and for the interaction between the crop types (maize, spinach) and the wet season. Farm slope was also a significant predictor of the relative calorie loss. Crop raiding animals, crops raided and distance of farms from the reserve all had a significant effect on the choice of mitigation measures of farmers. The highest relative calorie loss was for maize during the dry season, which could affect the subsistence farmers by reducing their daily calorie intake. This has an impact on their food security, especially during the dry season. Moreover, the most preferred mitigation
measure used by farmers can have opportunity costs. These results have important implications for food security policies and practices.Publisher's versio
Exploring approaches for teacher representatives on school governing bodies to cope with demanding relationships
No full textThe challenges School Governing Body (SGB) teachers experienced were shown in the study and additional influential factors affecting the best interest of primary schools. This study was grounded in a theoretical framework focusing on approaches to coping with demanding relationships in the SGB as teacher representatives. The theoretical framework was embedded in the choice Theory of William Glasser and the theoretical perspective of representative democracy. This study comprised a qualitative research method applied in five primary schools in the Motheo District, Bloemfontein, Free State, South Africa. Data were collected using interviews with five principals, nine SGB teachers, and seven SGB parents, and open- ended questionnaires were conducted with eight teachers. Furthermore, non- participant- observation was done in each school as well. Four themes emerged from the qualitative research, and the primary focus was on the role of the teacher in improving relationships in the SGB. Findings revealed that to put the schools' needs first and improve functionality in the SGB, teachers need to gain a greater understanding of the SGB, not be afraid to voice concerns, and focus on building stronger working relationships with colleagues in the SGB.Free State Department of Educatio
Factors influencing the acceptance of mobile marketing among Generation Z students in South Africa
No full textThe objective of this study was to investigate the factors that influence the acceptance of mobile marketing among Generation Z students in South Africa. In South Africa mobile marketing has seen a remarkable change in the last few years. According to Kapil and Roy (2014:13), Generation Z is also known as the “mobile generation” and they are heavy users of mobile marketing. The problem identified here is that they are more likely to avoid online advertisements. Generation Z members see and value their mobile devices as their friend in hand. Therefore, information related advertisements are seen as irritation, intrusion and annoying. Mobile devices were invented as early as the 1940s and mobile marketing started off as a humble ping of an SMS, in 1992 (Ihrig, 2019). Mobile marketing acceptance has seen its ups and downs through the years. This was due to certain factors that influenced their acceptance thereof. Factors identified were from a study done by Taylor and Todd (1995), namely, social influence, attitude, perceived usefulness, perceived ease of use and perceived control. The researcher added other factors namely, risk, trust and relevance to the existing models and created the conceptual framework for the study. This study made use of quantitative research method. The numerical data was collected through questionnaires. The targeted individuals were Generation Z students aged 18 to 27 years. This included male and female students from different racial groups. The target population were selected based on the research objectives and cost-effectiveness. A total of 450 students were approached and requested to complete a questionnaire. Of which only 400 questionnaires were used. Results showed that factors of attitude, trust, perceived usefulness and social influence are the main factors that influence Generation Z members acceptance of mobile marketing. Students have a negative attitude towards mobile marketing messages and are not pleased on receiving mobile marketing messages on their mobile devices. They believe that the messages they receive are not tailored to them and they find them irritating. Additionally, students have a difficult time trusting the mobile marketing messages that they receive. With perceived usefulness, students do not find mobile marketing messages relevant and lastly, students get influenced by mass media. Lastly, to boost acceptance, marketers should find ways to feed their curiosity. They should create personalised mobile marketing messages and find ways to enhance the connection with Generation Z. This research could provide organisations with an idea of their market and assist them get ahead of the game