2694 research outputs found
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A critical reflection on the state of social contract in the 21st century South Africa
No full textM.A. (Political Science)Department of Political ScienceThis study examined the state of social contract in South Africa. It explored the state of the social contract during the apartheid era to map out the changes and continuities in the social contract. The study employed desk-top research methodology, which involved the exploration of existing sources of information. The study found that the apartheid regime was fueled by a racial contract, which caused the division of members of society and the allocation of resources amongst them. The racial contract during the apartheid era favored the minority white people while suppressing the majority black people. The study revealed that there exists a concerning social contract, to an extent that no political party represents the majority. In 2024 a coalition government comprising of six political parties was formed to govern the country with no single political party dominating the government. This is a significant change in the social contract since 1994
Improving second-year university student teachers paragraph writing skills
No full textPhD (English)Department of English, Media Studies and LinguisticsThis study was undertaken to improve the paragraph-writing skills of second-year university student-teachers. The main research question that guided the study was: How can second-year university student-teachers improve their paragraph writing skills? Specifically, paragraph errors commonly made by student-teachers were examined, challenges encountered in paragraph construction were explored, and the SSHE paragraph improvement model was developed, implemented and evaluated. The study adopted a pragmatic research paradigm and an evaluative action research design, underpinned by Error Analysis Theory and Vygotsky’s Zone of Proximal Development. A mixed-methods approach was employed to collect data from a sample of 57 upper primary student-teachers at the Department of Basic Education, University of Education, Winneba, Ghana. Data were collected through essay tests and structured questionnaires. Inductive thematic analysis was used for the qualitative data, while frequencies, percentages, means, standard deviations, and paired samples t-tests were employed for the quantitative analysis. The findings revealed that student-teachers experienced significant difficulties with paragraph types, structure, and texture. However, following the implementation of the SSHE model, notable improvements were observed in students’ ability to write effective introductory, body, and concluding paragraphs. Additionally, the clarity and cohesion of topic, supporting, and concluding sentences improved, along with the unity, adequacy, and cohesion of their paragraphs. These enhancements led to clearer, more focused, and semantically richer academic writing. The SSHE model was therefore found to be effective in developing student-teachers’ paragraph writing competence and is recommended for integration not only at the tertiary level but also within secondary and basic school curricula. The study carries significant implications for academic writing pedagogy, curriculum enhancement, and the design of writing interventions aimed at addressing paragraph-level writing challenges
Assessing the genetic diversity and structure of spotted hyena (Crocuta Crocuta) populations across Africa
No full textMSC in Biological Sciences: ZoologyDepartment of Biological SciencesThe spotted hyena (Crocuta crocuta) is one of the most important species in the savannah ecosystem acting as both a predator and a scavenger yet not a lot is known about this majestic species. This study aims to address the genetic diversity, population structure and gene flow of these species across different regions of the sub-Saharan distribution. 55 whole genome and restriction site-associated sequences were analysed using Heterozygosity, PCA analysis, Admixture proportions, Phylogenetic analysis and D-statistics. The results showed that the mean heterozygosity of spotted hyena was 0.00094 (RAD-seq) and 0.0011 (WGS) ranging from 0.0006 to 0.0013. Admixture proportions and phylogenetic analyses showed three main populations clusters (western, eastern and southern) but there was also detailed structuring which showed five populations (west, northeast, eastern TanzaniaKenya, westernTanzania and southern) and D-statistics showed that there is gene flow between these populations. The spotted hyena shows highly structured clusters between the western, eastern and southern, this pattern of structure was comparable to other mammals and large carnivores in the same distribution. Although there was evidence of gene flow between these regions the western appeared more differentiation from either the eastern or southern both of which shared considerable genetic material with each other was also the western showed the lowest genetic diversity between these regions, these structures are cause by historical events and anthropogenic factors. We suggest that conservation effects must focus on fostering the exchange of genetic material from the eastern and southern regions to the western regions as a priority to avoid further differentiation.National Research Foundation (NRF
The Intersection of Culture and Gender-Based Violence in the Practice of Mamalo within Vhavenda Communities of Vhembe District, in the Limpopo Province of South Africa
No full textM.A in Gender StudiesDepartment of Youth in DevelopmentWhile there is a subtle agreement within the recent South African Gender-Based Violence (GBV) literature that traditional cultural practices are important mediums through which patriarchal hegemonic structures are maintained in most African communities, the analyses of how such practices perpetuate gender inequalities and contribute to GBV have only received cursory analysis. This study addresses this gap, by examining the significant material elements of culture and tradition of the Vhavenda people, within the Mamalo practice. Drawing on how the Mamalo is practice within Vhavenda communities in the Vhembe district of Limpopo Province South Africa, the study pursues three main objectives. Firstly, an identification of specific belief systems and the tangible traditional practices upon which the Mamalo traditional system is based within the Vhavenda culture. Secondly, a sociological appraisal of the relationship between traditional patriarchal hegemony and the identified elements of Mamalo. Finally, a development of sociologically based strategies that help communities within the Vhavenda communities, deal with GBV. Given these objectives, the study employed a qualitative research approach, which is based on an exploratory design. Data was collected using a detailed semi-structured one-on-one interviews of stake holders with good knowledge of Mamalo in the Vhavenda culture. These include traditional leaders, village heads and men and women (old and young) who got married through the cultural practice of Mamalo. These individuals are judged to be knowledgeable about the cultural practice of Mamalo within the Vhavenda communities. Two non-probability sampling techniques, purposive and snowball were adopted to selected participants for the study. The study used thematic analysis conducted on Microsoft word to analyse the data. The findings of the study conclude that the intended rationale behind mamalo is to provide dignity, value, and respect for women. However, its current interpretation has evolved to reflect dynamics of male dominance, entitlement, commodification of women and oppression, hence requires refinement, to prevent it from serving as a potent motivation for GBV
Development and validation of childhood trauma and exposure to violence intervention for African children in rural Limpopo Province
No full textPhD in PsychologyDepartment of PsychologyChildhood trauma and exposure to violence remain pressing global concerns, particularly in low-resource settings where access to mental health services is limited. In South Africa’s rural regions, children are disproportionately affected by domestic violence, abuse, and community violence, yet trauma-informed interventions remain inadequate and culturally misaligned. This study seeks to develop and validate a trauma-informed intervention specifically designed for African children exposed to trauma and violence in the Vhembe district, Limpopo Province. By integrating evidence-based psychological theories and participatory methodologies, the research provides a structured approach to understanding, assessing, and addressing childhood trauma within the South African context.
Employing a multi-phased mixed-methods design, the study is structured into four key phases. Phase 1 involves a systematic literature review to evaluate existing childhood trauma interventions and identify their limitations. Phase 2 consists of qualitative investigations, including semi-structured interviews and focus group discussions with children, caregivers, and health-care professionals, to explore lived experiences and intervention gaps. Phase 3 conceptualizes the findings into a structured theoretical framework, guided by Donabedian’s Structure-Process-Outcome (SPO) model and Practice-Oriented Theory (POT), ensuring a comprehensive evaluation of trauma care quality. Finally, Phase 4 focuses on the development, testing, and validation of a contextually relevant trauma intervention using the 6SQuID model and the E-Delphi technique, incorporating expert reviews to refine its efficacy.
Findings from the study highlight significant barriers to effective childhood trauma management, including financial constraints, fear of perpetrators, inadequate parental involvement, professional boundary challenges, and systemic inefficiencies in referral pathways. Additionally, the research identifies key facilitators that enhance trauma intervention success, such as continuous training for healthcare workers, community awareness initiatives, integration of trauma-informed care within schools, and increased deployment of victim advocates. The developed intervention integrates therapeutic techniques, screening assessments, community support mechanisms, and interdisciplinary collaboration, ensuring a sustainable and scalable approach to trauma care.
This study makes a ground-breaking contribution to the field of child psychology, mental health intervention, and policy development. By tailoring trauma care strategies to cultural, social, and economic realities, it presents a scientifically validated, adaptable model that can be implemented across various settings. Moreover, the study’s recommendations provide practical insights for policymakers, healthcare practitioners, educators, and social workers on how to enhance trauma recovery efforts in rural and underserved communities.
Ultimately, this research bridges the gap between theoretical exploration and real-world application, offering a holistic, evidence-based solution to childhood trauma in African contexts. By informing future mental health policies, early intervention programs, and clinical practices, the study contributes to the long-term psychological well-being and resilience of African children who have experienced trauma, ensuring that they receive timely, effective, and compassionate care
The Intervention strategies to reduce substance abuse among adolecents in low-resource communities of Tshwane District Municipality, Gauteng, South Africa
No full textPhD (in Public Health)Department of Public HealthSubstance abuse remains a critical major public health concern globally and is
particularly alarming in the low-resource communities of Tshwane district municipality,
Gauteng, South Africa where adolescent substance abuse continues to rise despite
government interventions. This study aimed to develop effective intervention strategies
to reduce substance abuse among adolescents in low-resource communities of
Tshwane District Municipality. A pragmatic convergent parallel mixed-method design
was employed. In Phase 1, a systematic review was conducted to extensively search
for literature regarding intervention strategies to reduce substance abuse among
adolescents. Phase 2 involved empirical data collection where 25 adolescents and 5
ward leaders were interviewed for the qualitative strand, while 397 adolescents
participated in the quantitative strand. Phase 3 focused on strategy development, and
Phase 4 used the Delphi technique for validation by experts with expertise in the field
of substance abuse. Purposive sampling technique was applied for the selection of
qualitative participants, and simple random sampling technique with Slovin’s formula
was used for the quantitative respondents. Data was collected through interviews and
self-administered questionnaires for qualitative and quantitative strands respectively.
Qualitative data was thematically analysed using Tesch’s eight stages of data analysis,
and the quantitative data was analysed through SPSS v25.0 and STATA and
visualised through PowerBI. Validity, reliability and trustworthiness were ensured, and
the Theory of Planned Behaviour (TPB) was used for conceptualisation. Key findings
highlighted that adolescents whose parents abuse substances are more vulnerable to
substance abuse and crime. Lack of recreational activities, parental guidance, and
community-based prevention programs were also highlighted. Both strands confirmed
six adolescent and four ward leader themes. These were validated by various experts
and stakeholders including nurses, teachers, doctors, psychologists, ward leaders,
traditional leaders, parents and adolescents. Intervention strategies included NGO
establishment, strengthened immigration control, religious leader involvement, parentchild
communication, health education, and community forums. A SWOT analysis
helped identify strategic factors, and BOEM was applied to minimise threats. The
developed strategies were validated using descriptive statistics. The study
underscores the urgent need for youth-friendly, evidence-based intervention
strategies. Recommendations were derived directly from the study findings to guide
future policy and program development.National Research Foundation (NRF
Ndangulo na Kutandulele kwa Khudano u ya nga Mvelele ya Vhavenda
No full textM.A. in TshivendaDepartment of African LanguagesAfrika Tshipembe ndi shango ḽa mvelele nnzhi, na uri tshigwada tshiṅwe na tshiṅwe tsha mvelele tshi na milayo yatsho ine a i ho kha dzisisiṱeme. Milayo ya muvhuso wa tshiṱalula nga 1994, Afrika Tshipembe ḽo vha shango ḽa mbofholowo ḽa mvelele dzo fhambanaho, ḽi na u pfhesesa na ṱhonifho kha vhudzivha ha ndugelo dza pfhanelo. Muṅwe na muṅwe u fanela u ḓibaḓekanya na ndugiselo dza ndayotewa (Act 108 of 1996) ine wavha wone mulayo muhulwane wa shango. Maṅwe maitele a dziṅwe mvelele ane a lwa na ndayotewa a dzhiiwa a siho mulayoni. Ngauralo, huna maṅwe maitele a mvelele ane naho a tshi lwa na ndayotewa, a nga fhungudza tshikalo tsha khuḓano vhukati ha vhadzulapo kha tshitshavha na zwiimiswa zwa mulayo. Ṱhoḓisiso iyi yo ḓisendeka kha u ṱoḓisisa ndangulo na kutandululele kwa khuḓano uya nga mvelele ya Tshivenḓa. Ṱhoḓisiso iyi i ḓo shumisa mutheo wa ṱhoḓisiso wa khwaḽithethivi khathihi na ngona ya khwaḽithethivi i ḓo shumiswa u kuvhanganya, u saukanya khathihi na u ṱalutshedza datha. Datha i ḓo dzhiiwa ubva kha tshiko tsha Phraimari na tshiko tsha Sekondari. Maṱumbulele a nḓivho a ḓo shumiswa u ṱumbula muṱumbu hune ha vha Vhomaine, Mahosi na Vhomazwale. Zwo lavhelelwa uri ngudo iyi i ḓo themendela uri maṅwe maitele a Tshivenḓa, zwi tshi katela maitele avho a u langa na u tandulula, a fanela u tshekuluswa hafhu a dzhielwa nṱha nga vhaiti vha mulayo u itela u vhuisa mulalo ngomu kha vhadzulapo, kha zwitshavha na kha zwiimiswa zwa mulayo
Grade 9 Learners’ Interpretation of Visual Texts in English FAL: A Case of Hlanganani North Circuit, Vhembe West District -Limpopo Province
No full textM.A. in English Language Studies)The integration of linguistic and non-linguistic variables like images, colours and symbols is increasingly becoming a common practice in the contemporary communicative domain. Unlike in the past, where non-linguistic variables were mainly viewed as separate genres and interpreted as decorative and aesthetic ornamentals, current approaches reflect a paradigm shift. Notably, the Curriculum and Assessment Policy Statement for English First Additional Language (FAL) acknowledges and elevates the role of visual elements in contemporary communication practices. With these developments increasingly manifesting, proponents of multi-literacy question the capacity of contemporary readers to decode meaning presented with multiple modes. Grounded in the theoretical frameworks of Social Semiotics, the Grammar of Visual Design, and Relevance Theory, the study critically analyses how selected Grade 9 learners in English FAL, from the Hlanganani North Circuit in the Vhembe West District of Limpopo Province, South Africa, interpret visual texts. The study adopted a qualitative research design, and data were analysed thematically. The findings showed that participants face several challenges that hinder accurate interpretations of visual texts. These include limited ability to infer covert and implicit meanings, insufficient prior knowledge or background context to support plausible interpretations, and inadequate language proficiency, which often results in incomplete or incomprehensible responses. Furthermore, learners struggle to engage with visual literacy elements such as layout, font, captions, and the identification of key information embedded within visual texts.
The findings of the study revealed significant challenges, including poor comprehension, limited prior knowledge, and difficulties in identifying implicit and explicit meanings in a visual text. Participants also struggled to understand and apply visual elements like captions; a difficulty that was an obstacle in their attempt to construct meaningful interpretations. Notably, the challenges were revealed across the different performance levels (weak, average and good performers).
The themes that emerged as challenges in the interpretation of visual texts brought up insights and, consequently, recommendations for an intentional and structured approach
to teaching visual literacy in schools. The study generated recommendations for curriculum advisors, teachers, learners and the entire society aimed at fostering a collaborative curriculum framework to bridge the gap between visual information and learner understanding. The recommendations to teachers are not only for EFAL but for all teachers, as different subjects expose learners to visual texts.
The significance of the study guided the recommendations based on the findings of this study. The findings of this study, as presented and discussed, resulted in proposed recommendations to the Department of Education, curriculum advisors, educators, learners and the entire society.
The study recommends that curriculum advisors serve as the first source of scaffolding by conducting training sessions for EFAL teachers so that they can develop and implement strategies that facilitate reading comprehension and appropriate interpretation. It should not be taken for granted that educators know how to teach visual texts. English FAL teachers need to develop and pass on the concept of scaffolding to learners by providing support meant to develop and improve learners’ comprehension, interpretation, and critical thinking skills, as well as building background knowledge for accurate and plausible justifications when interpreting visual texts.
The recommendation extends to learners as they are expected to explore multiple texts and practise interpretations as they work, justifying their view with factual visual evidence. Practising with a variety of visual texts will improve their language use and augment interpretive skills to build confidence in responding to all questions appropriately without leaving any unanswered.
In conclusion, the study highlighted that the ability to interpret visual texts is essential in today’s visually driven world. Addressing the difficulties and challenges revealed requires a collaborative effort from curriculum advisors, teachers, parents, and the community. It is notable that with appropriate teaching, scaffolding, and support, learners can be guided towards developing visual literacy skills that will serve them academically and in everyday life. The collaborative effort can nurture the necessary competencies early in order to
build a strong foundation for learners to be critical, reflective and informed readers of visual texts around them
Stereo-directing effect of molecularly imprinted polymers on cinnamic acids
No full textMSC in ChemistryDepartment of ChemistryThe pursuit of enantiomerically and diastereomerically pure compounds is a paramount concern in pharmaceutical synthesis and various other industries, as different isomers often exhibit drastically different even opposite and toxic biological activities. Traditional separation methods are often inefficient, costly, and environmentally unsustainable, necessitating an exploration of good separation and purification techniques. The study addresses this challenge by exploring, for the first time, the stereo-directing potential of molecularly imprinted polymers (MIPs) in reactions involving cinnamic acid derivatives, specifically focusing on (2E)-3-(4-methoxyphenyl) prop-2-enoic acid (trans-4-methoxy cinnamic acid (t-4MCA)). To the best of our knowledge, no prior studies have reported the synthesis of MIPs using t-4MCA as a template, nor the application of MIPs as catalysts in the Wittig reaction or for the selective separation of cis and trans isomers resulting from photoisomerization. The work represents a novel approach to stereoselective synthesis and purification.
MIPs were synthesized via precipitation polymerization using t-4MCA as the template, methacrylic acid (MAA) as the functional monomer, and ethylene glycol dimethacrylate (EEDGMA) as the cross-linker in a 1:4:20 molar ratio. A “dummy” template paracetamol (PCM) was also used to create a comparative MIP. Non-imprinted polymers (NIPs) were synthesized as controls. Complete template removal was verified after 8 washing cycles using UV-VIS spectroscopy. Brunauer-Emmert-Teller (BET), Fourier transform Infra-red (FTIR), thermogravimetric analysis (TGA), and ultraviolet (UV) spectroscopy were employed to characterize the unwashed MIPs, washed MIPS and NIPs. The characterization confirmed the formation of amorphous, mesoporous material with high surface areas, particularly after template removal. The disappearance of the vinyl C=C stretch (1635 cm-1) in the FTIR spectra confirmed complete polymerization while the peaks for the polymer backbone were confirmed by C-H vibrations at ⁓2980 cm-1 and ⁓1451 cm-1. The t-4MCA MIP exhibited a BET surface area of 175.2 m2 g-1 and a pore volumeof 0.190 cm3 g-1, markedly higher than the NIP (7.9 m2 g-1 and 0.009 cm3 g-1). TGA showed maximumdecomposition temperatures of 375oC, 379oC and 389oC for the washed t-4MCA MIP, unwashed t-4MCAMIP, and NIP, respectively, highlighting the good thermal stability of the polymer network. Swellingstudies showed differential swelling behavior dependent on solvent, with acetonitrile showing a highdegree of swelling for MIPs and ethanol for the NIPs.
Adsorption studies, optimized using a 5:5 v/v methanol/water washing solution 10 mg of polymer mass, pH 7, and a 60-min contact time, revealed a maximum adsorption capacity (qm) of 3.00 mg g-1, for t-4MCA on the MIP, significantly exceeding that of the NIP (2.60 mg g-1) and PCM MIPs (2.4 mg g-1), with an imprinting factor of 1.14. Selectivity studies using structurally analogues ferulic acid, (E)-3-(4-hydroxyphenyl)prop-2-enoic acid (trans-4-hydroxy cinnamic acid (t-4HCA)), and ethyl (E)-3-(4-methoxyphenyl) acrylate (Et-MOPA) demonstrated a significant cross-reactivity with ferulic acid (k` = 0.356), moderate cross-reactivity with t-4HCA (k` = 2.340) and minimal cross-reactivity with Et-MOPA (k` = 1.635).
Optimum photoisomerization of t-4MCA at 3 h resulted in the MIP increasing the reaction rate by a 21.63% increase in the cis isomer proportion. At 12 h, after total equilibration, there was evidence of an increased yield of the cis isomer of almost 10%.
The Wittig reaction of 4-methoxybenzaldehyde yielded a percentage cis/trans ratio of 3/97. Crucially, conducting the reaction in the presence of the t-4MCA MIP improved the ratio to 6/94, an increase in the cis isomer ratio.
This research demonstrated, for the first time, an attempt at the application of t-4MCA-imprinted MIPs as both selective adsorbents and stereo-directing agents. The MIPs significantly enhanced the proportion of the cis isomer in the photoisomerization reaction and, uniquely, in the Wittig reaction, highlighting their potential for efficient and sustainable production of diastereomerically pure pharmaceuticals and fine chemicals
Knowledge, attitudes, ans awareness of epilepsy amongst students at a selected higher education institution of learning in Limpopo, South Africa
No full textMaster of Public HealthDepartment of Public HealthBackground: Epilepsy, a neurological disorder that affects individuals of all ages, is often surrounded by stigma and misconceptions. Despite the prevalence of epilepsy, public knowledge and awareness about the condition are limited, particularly among university students. This study explored the perceptions, knowledge, and attitudes of students at the University of Venda regarding epilepsy to identify gaps in awareness and contribute to better educational strategies.
Objectives: The purpose was to assess the level of knowledge, attitudes, and awareness regarding epilepsy among students at the selected university in Limpopo province.
Methods: A cross-sectional study design was utilised following a quantitative research approach, survey-ing students from various faculties at the University of Venda. The study employed purposive sampling to select the institution, and Raosoft sample size calculator was utilized to determine the total sample size of 326 participants who participated in the study. Participants were asked to complete a structured question-naire covering demographic information, knowledge about epilepsy, attitudes towards people with epi-lepsy, and perceptions of public attention given to the condition. The survey included questions such as whether participants had heard about epilepsy, their understanding of its causes and management, and their views on the rights and abilities of people living with epilepsy. All submitted responses were first securely exported from Google Forms and screened for completeness. The data were coded and cleaned to ensure accuracy and consistency before analysis. Data were analyzed using IBM SPSS Statistics version 30.0. Descriptive statistics, including frequencies, percentages, means, and standard deviations, were employed to summarize participants’ demographic characteristics, levels of knowledge, attitudes, and awareness re-garding epilepsy.
Results: The survey revealed that most students (approximately 92.9%) had heard of epilepsy, but signifi-cant misconceptions persisted. Many respondents believed epilepsy is untreatable or that people with epi-lepsy should not be allowed to engage in activities such as driving and should be supervised. Only a mi-nority of participants (18.7%) knew the correct management practices during a seizure. Notably, most stu-dents (67%) felt that insufficient attention was being given to epilepsy. At the same time, participation in the study spurred increased interest in learning more about the disorder, with over 92.9% expressing a desire for more information.
Conclusion: The study highlights a critical need for enhanced education about epilepsy among university students, mainly to dispel myths and encourage informed and compassionate attitudes. Educational initia-tives focusing on seizure management, inclusivity, and the dispelling of stigma could significantly improve the knowledge base. These efforts could foster a more supportive environment for individuals with epilepsy within the University of Venda and broader society