11613 research outputs found
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Exploring how junior netball is managed to ensure continuity to senior netball
No full textDissertation (M.Ed.(Education Management and Leadership))--University of the Free State, 2024Netball in South Africa is a competitive sport with many participants all over the country. It is evident that the sport is growing and that there are sponsors that are eager to get on board. The SPAR Proteas that are the national team of South Africa are currently ranked fifth in the world. Top netball playing countries like Australia, New Zealand and England have their own professional leagues and these players can play the sport professionally. In South Africa, as is the case in most other countries, netball is an amateur sport. Players need to study or work to earn a salary, and they play netball for the love of the game.
Netball at secondary school level functions under the auspices of SA Schools Netball (SASN) that annually presents the DSTV Schools Netball Challenge (DSNC) that attracts over 3 500 schools across the country with over 70 000 girls in the Under 19 division taking to the courts in the preliminary stages. The hosting of the Netball World Cup in South Africa was a huge boost for netball. The mentioned statistics underline the fact that there are many schools with talented netball players who do not continue to the senior level. The research explored possibilities of how the dropout of players can be prevented or ameliorated. The central research question was how the transition from junior to senior level netball can be improved. This study examined the management of the transition from junior to senior level netball.
This qualitative research study provides insights into the various experiences of provincial and national netball players and their narratives in which they describe other aspects of being a netball player, such as their actions as athletes and their personal beliefs and interests. Employing a case study methodology, primary data was generated using semi-structured, in-depth interviews with five players from a purposefully selected provincial netball team and two South African coaches. In addition, I interviewed seven players from international teams that participated in the World Championships in South Africa. What foregrounds this study’s importance is that it unpacks the reality of how netball players experience and perceive the management of the transition from junior to senior netball in South Africa. The key finding is that the transition from junior to senior netball is not managed nationally and many potentially great athletes are lost in the process. A consistent finding was that financial support, sponsorships and media coverage played a role. There needs to be enough support for every player that has the dream to continue to the senior level and wants to represent their country at the top level
Biological clock measures: assessing the association between the circadian and epigenetic clock as predictors of migration phenology and biological aging in wildlife
No full textThesis (Ph.D.(Genetics))--University of the Free State, 2024This thesis explores the use of biological clocks, studied at the molecular level, in understanding and predicting animal traits that change over time. In particular, the thesis focuses on two biological clocks: the circadian clock and the epigenetic clock. The study aimed to shed light on how these clocks, along with specific genes associated with them, influence traits such as migration patterns in birds and age in animals. In the investigation of circadian clock genes, this thesis presents a detailed review of existing literature, presenting both supporting and conflicting results on the association between clock gene polymorphisms and migration patterns. This review summarized the central hypotheses tested in these studies, identified several candidate genes that have been used, revealed distinct patterns in terms of the taxonomy and phylogeny of studied species, and present new insights into why conflicting results happen as well as what future research is needed. Furthermore, the review emphasizes the importance of considering molecular clock differences between lineages when studying multiple species. The two most studied candidate genes were then tested for associations to phenology in an intra-African migrant, the Diederik cuckoo, and provides the first evidence that phenotypic correlates identified in Eurasian passerine species is conserved for these species.
The second part of the thesis delves into epigenetic clocks, examining two widely used methods: methylation and telomere length. A systematic review and meta-analysis were performed to compare the performance of these methods across vertebrate classes. Methylation was found to outperform telomere length in predictive power, with both methods showing promise as biomarkers for age determination in animals. To demonstrate the practical application of epigenetic clocks, the study included the development of a new age determination model on the African cheetah. Six candidate genes were identified, and a model using CpG methylation levels was created using machine learning techniques to refine the model, resulting in accurate age predictions. This approach offers a less invasive means of age estimation for population monitoring. The research also introduces two new PYTHON tools, PAReTT, to incorporate phylogenetic and molecular clock data into ecological and evolutionary reviews, and ABCal, to address potential biases in systematic reviews in evolution and ecology. The thesis concludes by highlighting the broader implications of the study, emphasizing the utility of biological clocks in understanding temporal traits, from annual life events in birds to lifelong aging in mammals. The generated datasets and tools contribute to ecological systematic reviews and individual studies, expanding our knowledge of biological clocks and guiding future research endeavours
Collaborative leadership practices of district-based education inspectors in supporting Teacher Professional Development in Lesotho
No full textThesis (Ph.D.(Education Management and Leadership))--University of the Free State, 2024The increasing global competition and focus on teacher quality and job satisfaction have led to teacher professional development (TPD) being regarded as crucial. Collaborative leadership practices are essential and are aimed at enhancing learner performance. In Lesotho, the Ministry of Education and Training officials do not seem to be creating diverse collaborative activities and various professional development platforms that keep teachers abreast with technological advancements, nor are their professional activities well-coordinated. However, the literature indicates that teacher professional development is more effective when it is sustained and collaborative. This study focused on the collaborative leadership practices of the district-based education inspectors in supporting teacher professional development in Lesotho. The study used the interpretive research paradigm. The research was informed by the two theories of David Chrislip and Carl Larson’s Collaborative Leadership Theory of 1994 and Ralph Fessler’s Eight-Eight Teacher Career Cycle Model 1995. Data was generated from four district-based education inspectors, four principals, four HODs, and six teachers from each of the four schools which were selected for this study. The study was carried out using a qualitative research approach and a multiple case study research design. The data generation methods used are semi-structured face-to-face interviews, focus groups, document analysis and the collage. This study used non-probability sampling technique in selecting the participants. Data was analysed using a thematic data analysis strategy, with the transcription, coding and interpretation of data in order to get the findings. The findings in this study revealed that the teacher professional development activities that were provided to the teachers were mainly workshops which were school-initiated while others were district-office- initiated. The study found that the district-based inspectors’ collaborative leadership practices were partially effective since there were some practices which were not happening as anticipated according to the principles of collaborative leadership. Such challenges still needed to be addressed in as far as the inspectors and their collaborative leadership roles were concerned. The study further highlighted the lack of resources, work overload, fear of inspectors’ intimidating approach, lack of feedback, lack of support for private schools, lack of exposure to a variety of teacher professional development activities, no tapping of available knowledge, lack of exposure to advanced technology as some of the factors affecting the collaborative leadership practices of the district-based inspectors. Therefore, the study recommended the establishment of structures that would provide TPD district-based education inspector support made of different stakeholders
Sanitation politics, legacies, and change in urban South Africa
No full textThis article examines the historical and contemporary contexts of sanitation services in South Africa. Drawing on colonial and apartheid-era policies, the paper shows how segregation and social class have significantly shaped sanitation delivery in the country. Despite post-1994 policy initiatives to expand services to all South Africans and decentralise governance structures, the paper notes that the legacies of colonial planning and politics complicate meaningful sanitary reforms. It argues that to improve sanitation in informal settlements, it is crucial to contextualise the past legacies and consider the current socio-economic and political progress in urban South Africa. The paper concludes by highlighting the need for comprehensive and integrated approaches to sanitation that consider the issue’s complex historical and contemporary contexts.Publisher's versio
Undernutrition in young children with congenital heart disease undergoing cardiac surgery in a low-income environment
No full textMalnutrition (undernutrition) in children with congenital disease (CHD) is a notable concern, with preoperative and persistent growth failure post-cardiac surgery contributing to poorer outcomes. Poor growth in children with CHD in low-income environments is exacerbated by feeding difficulties, poverty, delayed diagnosis, and late corrective surgery. This study describes and compares the growth of young children with CHD undergoing cardiac surgery in central South Africa from before to 6-months after cardiac surgery.Publisher's versio
Creating transformational learning experiences for 21st century healthcare students through preclinical skills training at a South African university
No full textCreating an inclusive interprofessional teaching and learning community can enhance student engagement and ultimately develop essential graduate attributes (GA) (also known as generic, transferable, core, soft, work-ready or nontechnical skills). The early practical development of GA within a diverse space is essential in health profession education, as students experience the transition to clinical training as challenging.
This paper describes the conceptualization and implementation of an inclusive interprofessional curriculum focused on GA development in the preclinical years.
A phased multimethod research design was applied. Phase 1 focused on the conceptualization of a preclinical GA development curriculum through a consensus-seeking process among all staff in the School of Health and Rehabilitation Sciences (N = 36). Subsequently, in Phase 2, quantitative and qualitative data were gathered from participating first-year students (N = 135) as an early curricular implementation review. Descriptive statistical analyses for quantitative and thematic analyses for qualitative data were performed.
During Phase 1, five themes were identified (Ethics, Professionalism, General principles for interventions, Organizations and institutions, Management) informing preclinical curriculum development. Forty-one first-year students (30%) participated in Phase 2. The majority of participants (87%) indicated that they had a positive learning experience during Phase 2. Students expressed that engagement was encouraged (83%) within a space of mutual respect (83%), with interprofessional groups assisting in building “a trusting environment and a supportive one”. Students indicated they “liked that it [module] wasn’t just about one topic”, as it concretized that “there is more to being a healthcare professional that just treating people”.
GA development provides an invaluable opportunity for interprofessional engagement. Creating a diverse and inclusive curricular space through multimodal and interprofessional training, GA training was transformed to be more practical and future-focused, creating a positive learning experience. Future research should focus on the longer-term impact of this practical, preclinical GA development during the transition of these students into the clinical training space.Publisher's versio
Three new genera of arboreal dark sac spiders from southern Africa (Araneae: Trachelidae).
No full textAs part of a revision of the Afrotropical species of Trachelas L. Koch, 1872 (Araneae: Trachelidae), we distinguished three new genera of primarily arboreal spiders from southern Africa that are described here: Coronarachne . ., represented by four new species known from both sexes, C. denticulata . . (type species), C. penicillus . ., C. setosa . . and C. unigena . ., and C. neethlingi . ., known only from the male; Falcaranea . ., represented by three new species known from both sexes, F. amatola . ., F. gladius . . (type species) and F. maputensis . .; and Trachecymbius . ., represented by five new species, T. bosselaersi . . (♀), T. felis . . (♂♀), T. peterwebbi . . (♂), T. tyume . . (type species, ♂♀), and T. umbella . . (♀). These three genera share the presence of strongly protruding setal bases on the ventral surfaces of the anterior legs, which are more strongly developed in males and can be mistaken for small ventral cusps that are found in several trachelid genera. Identification keys are provided for each of the three genera and their phylogenetic affinities to other Afrotropical Trachelidae are evaluated based on the cytochrome oxidase c subunit I (COI) gene. Most of the species described here were common in canopy fogging samples, and to a lesser extent beating, but are clearly a prominent component of the arboreal trachelid fauna in savanna and forest habitats in southern Africa.Publisher's versio
The social challenges that contribute towards non-completion within institutions of higher learning in Lesotho
No full textThesis (Ph.D.(Psychology of Education))--University of the Free State, 2024Higher learning dropout has predominantly been identified as one of the major problems that the higher learning systems face almost every year. Multiple analytical factors point out the complexity of dropout phenomena in higher learning Institutions. These occurrences prompted the researcher to conduct a study that explores a range of hardships that students face, specifically the social challenges that mostly make it rigid for them to continue learning at higher learning institutions in Lesotho.
The study adopted a qualitative approach through an interpretive research paradigm and a narrative research design. Sixteen students and four staff members who were purposively selected from two colleges and two Universities in Lesotho. It employed the structured interviews to collect data. The data were analysed through the thematic analysis. The findings revealed the holistic support provided to students have proved to bring about improved student’s academic accomplishment and retention. Students who are aware of the social challenges are more likely to be resilient if equipped with required skills. This enables students to gain more control over their learning and increases their likelihoods of success. Secondly, familiarity form a centre that informs lecturers towards reflecting on the approaches that will facilitate student learning and enhance the influence of positive factors. The study recommends that lecturers need
to be well trained to provide students with psychosocial support and also be able to identify individual psychological needs. The higher learning institutions also need to have a proper channels of referral for students who needs further support
Neoliberalism and the changing direction of schools: an edupreneurial leadership approach
No full textThis qualitative study discusses the importance of effective leadership practices in connecting the macro-, meso-, and micro-contexts in which school leaders operate, considering the colonial and apartheid history of South Africa and the current era of neoliberal philosophies by exploring the degree to which school leaders in historically disadvantaged schools in Western Cape Province use an edupreneurial approach to steer their schools in new directions. The school leaders, especially in historically disadvantaged Colored schools, are expected to be more autonomous and accountable for making the school environment conducive to performance standards and improved learning results. The study uses an edupreneurial leadership approach as a theoretical lens to explore entrepreneurial agency, together with the educational leadership approach of school principals as a consequence of neoliberal policies.
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This study focuses on secondary schools in historically Colored communities in Western Cape Province through semi-structured interviews with four purposively selected school principals and four teachers from four different schools in the Western Cape Province.
Education and training programs should focus on cultural values and practices to enhance the efficacy of these schools. Furthermore, an entrepreneurial mindset and spirit are aspects that can be encouraged in a culturally sensitive manner. The edupreneurial leadership approach in developing countries has a distinctive nature.
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This study contributes to forging an understanding of how neoliberal trends influence school leadership practices in developing countries, especially the leadership work of school principals across public schools in the Western Cape Province in South Africa.Publisher's versio
Exploring the Head of Department’s role in curriculum management in the senior phase
No full textDissertation (M.Ed.(Education Management and Leadership))--University of the Free State, 2024In attempting to explore the Head of Department (HOD)’s role in curriculum management in the Senior phase, this study took into consideration whether curriculum implementation in the Senior phase was adhered to within a South
African context. It should be noted that the expectation is that the Senior phase should prepare learners for the Further Education Training (FET) phase (DBE, 2011). In this qualitative study, the researcher aimed to explore the perspectives of Head of Departments’ regarding curriculum management in the senior phase.
There is a tendency in secondary schools to focus on the FET phase to prepare learners for the Grade 12 examinations. However, the expectation of the education department is that all phases must receive equal treatment. Nevertheless, FET teachers often attend workshops for training for development, of which the first priority is resources and external moderation. This has an effect on the learner performance in the Senior phase as SMTs focus on preparing learners in Grade 12. The morale of teachers who only teach Senior phase subjects is often low as they are not exposed to professional development.
In this qualitative study, the researcher provided an interpretation and analysis of HODs insights by responding to the question, ‘What is the role of the Head of the Departments’ in curriculum management in the Senior phase?’ This study is conducted from an interpretive paradigm that was followed with a phenomenological design to explore the HODs’ views on curriculum management in the senior phase. The researcher used a functionalist theoretical framework that advocates equal and just treatment of both phases by effectively managing and leading the curriculum in the Senior phase. Aligned with functionalism theory, this study applied instructional leadership to portray how Heads of Departments require support and opportunities to manage and lead the curriculum in the Senior phase effectively in order to take on their curriculum role and explore to why Heads of Departments are not performing their duties as expected.
Purposively sample criteria were used to select the participants, namely HODs and teachers. The researcher used semi-structured interviews through interrogate the participants perception. In this study, the findings indicate that HODs are confronted with numerous challenges that hinder them from effectively managing and leading the curriculum in the Senior phase. Furthermore, the findings also reveal that HODs had not got the opportunity to go for training in curriculum management, although they did indicate that workshops to assist teachers were provided for them. It was evident that both HODs and teachers did not undergone training, as, majority of participants indicated that they need assistance in managing curriculum effectively.
The researcher provided several recommendations from the findings of this study: regular monitoring of curriculum by HODs, assist teachers in challenges, regular department meetings to track progress of teachers, initiate professional development programmes for teachers, intervention programmes for parental involvement and effective intervention programmes for improvement of learner performances. To conclude, the HODs role in curriculum management is vital for the success of schools, especially in the Senior Phase, where learners begin to transition into a more complex subject matter. It is important for HODs to practice effective school leadership to be able to implement effective curriculum strategies that can assist in bringing stability within schools