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Implementation of the world health organization surgical safety checklist in the operating room in a private hospital in the Nelson Mandela Bay Municipality
Full text linkThe World Health Organisation Surgical Safety Checklist (WHO SSC) was developed to improve teamwork among healthcare professionals and ensure consistent use of safety processes in the operating room (Abbott et al., 2018: 147). The WHO SSC has successfully reduced common and avoidable surgical errors relating to nerve cutting, among others (Jain et al., 2018:7). However, the implementation of the WHO SSC has not been widely acknowledged in South Africa due to specific barriers (Koopman, 2018: 20; Sauls, 2019: 15). To this end, the aim of this study was two-fold: (i) to determine the factors that contribute to the implementation of the WHO SSC among operating room healthcare professionals and (ii) to develop a contextually appropriate process implementation guide that may be used to facilitate utilisation of the WHO SSC in a private operating room healthcare facility. A non-experimental descriptive quantitative approach underpinned by positivism and a descriptive exploratory survey was used to study the factors contributing to implementing the WHO SSC. A self-reported questionnaire was used as the method for data collection. Purposive sampling was adopted by selecting all the 130 operating room staff directly involved in completing the WHO SSC. All 130 respondents completed and returned the questionnaire. Data were analysed using the Statistical Package Software for the Social Sciences (SPSS) Version 28.0 for Windows (IBM Corp, 2021). The study described four factors (i.e. awareness, relative advantage, complexity, and usability) contributing to the implementation of the WHO SSC. The analysis revealed a significant inter-relationship between two factors (i.e. relative advantage and awareness) and characteristics of the operating room healthcare professionals (regarding highest qualification, current age and work experience). The study’s main contribution to the existing body of knowledge is the proposed process-oriented implementation guide, including a readiness assessment template for effective implementation of the WHO SSC. It is recommended that good knowledge of the WHO SSC should be created by making operating room healthcare professionals aware of the arrangements and interventions by the private hospital to implement the WHO SSC.Thesis (MCur) -- Faculty of Health Sciences, School of Clinical care & medicinal sciences , 202
An Investigation into the challenges of translating mathematical terminologies into Xitsonga
Full text linkMathematics in South Africa is one of the subjects that is considered ‘difficult’ by many learners. The proof of this statement is reflected by the low mathematical pass rate in many South African schools. One of the challenges that has been highlighted by learners and teachers is that the language of mathematics is challenging. This implies that learners find it difficult to understand some of the mathematical terminologies and content that is being taught. The main reason for the challenge of grasping mathematical terminologies that has been cited by learners and educators is the language of learning and teaching (LOLT). Mathematics is taught in English in most South African schools even though many learners speak one of the indigenous South African official languages (if one excludes English and Afrikaans) at home and get to use and be exposed to English as the medium of learning and teaching only at school. While mathematics remains a challenge in South Africa, research shows that when home languages are used in a mathematics classroom, it enhances the learners understanding. However, it is not always simple to transfer mathematics from English to an African language. There are complexities associated with translation that include the lack of vocabulary in the target language which in this case is Xitsonga. The lack of terminologies in Xitsonga is one of the challenges that occur during the process of translation. This purpose of this research is to examine the challenges of translating mathematical terminologies from English into Xitsonga and to find the strategies that can be used to assist learners to improve their understanding of mathematics. As such, a qualitative research method will be used to select the mathematical terminologies extracted froma mathematics bilingual dictionary with the aim of examining the quality of the translation and identifying the challenges that have been experience by translators.Thesis (MA) -- Faculty of Humanities, School of Language, Media and Communication, 202
A capabilities analysis: degree mobility and the impact of returning South African alumni on their home country’s sustainable development
Full text linkThe significance of sustainable development (SD) has gained increasing attention, particularly since introducing the Sustainable Development Goals (SDGs) in 2015. SDG 4 focuses on ensuring inclusive and high-quality education for all individuals, as well as the provision of equitable access to lifelong learning opportunities. In addition, SDG 4 recognises education as a fundamental element of societal progress and SD. Given the role of education in fostering economic growth, social cohesion, and individual empowerment, SDG 4 is a crucial component of global efforts to foster a more prosperous and equitable world. The primary focus of the study explained in this thesis was to address a specific aspect of Higher Education (HE) within the framework of the SDGs. While SDG 4 covers a wide range of targets, such as expanding scholarship opportunities for individuals from the Global South to study abroad, there remains a lack of comprehensive understanding of how pursuing a degree in a foreign country can influence graduates' potential contributions to sustainable development (SD) upon returning to their home countries. Moreover, despite researchers highlighting the need for attention to this topic, it has not received adequate focus thus far. Therefore, drawing upon the framework of the capability approach (CA) to sustainable development, the study explored whether returning graduates could contribute to SD in South Africa. To integrate the concepts of SD and CA, the study developed a framework for a responsible agent (RA), which was facilitated through previous studies. This framework provides a set of capabilities that are essential for supporting SD in South Africa. Based on this framework, the study comprehensively explored the experiences of postgraduate students and their potential to contribute to SD in South Africa. The study drew on survey data, semi structured interview, and document analysis to gain insights into how the structures of six selected scholarships aligned with SD objectives. However, upon analysing the eligibility criteria of these scholarships, it became evident that they already take into account certain capabilities associated with the RA in candidates. Furthermore, the analysis revealed that these scholarships tend to favour candidates who exhibit the potential to succeed in their professional endeavours. Therefore, this selection bias may exacerbate the existing inequalities within the South African education system. By disproportionately supporting candidates with advantages or resources, the scholarships may inadvertently perpetuate the disparities in educational opportunities and hinder progress toward a more equitable system. After administering questionnaires to alumni who had received these six scholarships, they were asked to voluntary participate in semi-structured interviews. Thereafter, data obtained was combined with document analysis, questionnaires, and interviews were analysed drawing on the RA framework with a narrative inquiry approach. The analysis of the data gathered during interviews with alumni revealed that certain capabilities were demonstrated and developed because of their degree mobility (pursuing degrees in different locations). However, it was also observed that some capabilities were negatively impacted by this mobility. Thus, the findings suggested a nuanced relationship between degree mobility and the development of specific capabilities amongst alumni, warranting further investigation to understand the implications of degree mobility on various capabilities. The investigation of the study revealed that the structure of the selected scholarships is not fully aligned with SD and that some capabilities can be damaged through degree mobility. To ensure that the scholarships truly support SD, they would require restructuring and (1) lowering expectations and preparing alumni for an often rather difficult return to South Africa; (2) limiting the available scholarships to degree programmes that are less or not affordable at all in South Africa; (3) implementing a re-entry strategy for returning alumni to make the return more manageable; and (4) collecting more data to create a deeper understanding about the possible achievements of individual alumni.Thesis (PhD) -- Faculty of Education, Centre for Higher Education Research, Teaching and Learning, 202
Exploring expansive learning and co-management in the uMzimvumbu catchment
Full text linkSouth Africa is a water-stressed country which is currently confronting numerous water challenges which include security of supply, degradation of ecological infrastructure, poor landscape governance and resource pollution. These are compounded by built infrastructure, which is ageing, an increasing population and the impact of climate change. South Africa’s water issues are influenced by a myriad of factors such as weather patterns, governance issues, historical apartheid policies, structural integrity of ecological and built infrastructure, and general provision of services. The most vulnerable members of society usually positioned in low-income communities are the ones who mostly bear the brunt of these harsh conditions. To address water insecurities and challenges, South Africa has defined several Strategic Water Source Areas (SWSAs), which are important for water security in South Africa. The Living Catchments Project (LCP) is a collaborative project, situated in four catchments in South Africa, with the aim to strengthen the enabling environment for the governance of water in South Africa’s strategic water resource areas. The central focus of the LCP is on co-learning and co-creation through communities of practice in order to enable, collaborate, and amplify the practice of transformative social learning and improve the policy advice practice and engagement with the water sector to contribute to the Water Research, Development and Innovation (RDI) Roadmap. This study is positioned in the LCP, which is also a case study for transformative innovation policy and Just Transitioning in South Africa. The aim of this study was to address the need for more substantive understanding of learning in co-management, and the evaluation of such learning, which was identified as a gap in the scientific literature, and which was confirmed through policy review. The study set out to explore expansive learning and co-management in the uMzimvubu catchment, which is one of the SWSAs in South Africa and forms part of the LCP, which in turn is part of the Transformation Innovation Policy Consortium’s cases of Just Transitioning. Cultural History Activity Theory (CHAT) was the foundational theory of this research, with a particular focus on 3rd generation activity analysis (Engeström, 1987), and formative intervention methodology, in which I was positioned as a formative interventionist researcher. I used individual interviews, focus group interviews, field observations, and Change Laboratory methods to identify activity systems, the shared object of activity, and to engage multi-voiced participants in resolution of contradictions to expand their learning. The study also identified indicators of learning relevant to co-management in a LCPs context. Monitoring of learning occurred in two different phases; before the expansive learning process (A-view), and after the expansive learning process (B-view). The Value Creation Framework tool adapted from Wenger et al. (2011) was used to identify indicators of learning. This study shows that the object of co-management of water resources in a catchment can be enhanced through learning platforms and processes that are collaborative and expansive. One of the study’s contributions to new knowledge lies in relation to the expansive learning process and how it expanded the learning around co-management in a Living Catchments Project context. A second contribution of the study shows that the expansive learning process embarked on qualitatively changed the nature of the indicators of learning in the catchment. A better set of indicators was attained following the expansive learning process, which are more aligned with the nature of transformative social learning. The study’s contributions can be summarised as offering insights into learning processes for co-management, as well as evaluation of these learning processes. Although the contributions emerging from this study may be at niche level innovation in the framing of Just Transitions, they have a potential to inform other catchments, where multi-actors are working together on co-management of water resources to secure water provision, as was the case for the uMzimvubu catchment communities who participated in this study.Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 202
The impact of Malawi’s National Strategy on Inclusive Education: a case study analysis of two schools
Full text linkUsing a qualitative case study approach, this study analysed the impact of Malawi’s National Strategy on Inclusive Education (NSIE) on inclusive education (IE) in two inclusive schools. IE is a global education reform for accommodating learners with Special Educational Needs (SEN) in mainstream schools. Malawi developed the NSIE in 2017 to guide IE implementation while working on the actual policy. This study aimed to analyse how NSIE has impacted IE during its first five years of implementation. This was done by examining how the NIES goals were designed, enacted, and implemented, the perceptions of system users, who include teachers, learners, and parents towards IE, and the enabling and constraining factors on its implementation. Drawing on the theoretical perspectives of the democratic theory of education and systems theory, this study argues that NSIE has ameliorated IE implementation by putting in place a structural implementation system. However, the implementation is marred by several constraining factors both at the management and implementation (schools) levels. Secondly, there is a disjuncture between NSIE as intended and as implemented in the sampled schools. Thirdly, the IE system lacks effective communication and responsive decision-making, especially in the monitoring process and school involvement. Fourthly, the study shows that IE implementation depends on a functional and well-stocked resource centre (RC) and the availability of enough qualified staff. It was also observed that poor teacher motivation resulting from lack of incentives such as promotions and training were major obstacles to the successful implementation of IE at the school level.Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 202
Keychains and preferential fuzzy sets with applications
No full textIn this thesis, we study the preferentiality behaviour of choices under uncertainties using keychains, where a keychain is defined as an (n+ 1)-tuple of non-increasing real numbers in the unit interval, I= [0, 1]. We look at the representations of uncertainties or sets defined by vague properties using the idea of keychains, pins and pinned flags. We then apply the ideas of preferential fuzzy sets to voting patterns, economics and decision making. For voting patterns, we simulate mock trials to investigate the behaviours of choices of different individuals, the outcomes of such voting and make specific conclusions about voting strategies. It can be argued that preferentiality in voting can enhance the democratic processes in national elections. This thesis contains various representations of keychains such as binary digits, weight order, lattice and simplex representations. Another useful aspect of keychains and preferential fuzzy sets is to study the outcomes of decision making linking it to the study of keychains and finite fuzzy sets. We envisage that this study will throw light on computational aspects of any countable situations.Thesis (PhD) -- Faculty of Science, Mathematics, 202
Discipline and dismissal of employees For testing positive for cannabis
Full text linkEmployers are legally obligated to provide a safe working environment for all employees. They are permitted to enforce rules that regulate the use of cannabis, including a total prohibition thereof in the workplace. Most employers adopt a policy with a zero-tolerance approach to substance abuse in the workplace, especially considering the negative effects of substances. Cannabis is regarded as a drug and the effects of cannabis may negatively affect the health of employees. In most instances, users develop cognitive impairment which may result in decreased working memory function. Therefore, employers must test employees when they suspect that an employee have contravened a workplace policy. There are various tests that can be used to detect THC, the preferred method for testing employees is a urine test. Upon testing an employee, the test may show a positive result for the previous use of cannabis, but it does not determine the level of impairment. However, employers are still required to take the necessary disciplinary action against employees. In the following chapter, I shall discuss the judicial approach towards employees who have tested positive for cannabis.Thesis (LLM) -- Faculty of Law,(2024
Grade 12 literary writing: Perceptions and practices of educators and learners in an English Home Language classroom
Full text linkThis study sought to understand perceptions and practices of the literary writing abilities of educators1 and learners of Grade 12 at a high school in Gqeberha, Eastern Cape. Evidence reveals these abilities to be poor. Interviews with educators in the English Home Language Department at the selected school aimed to gain insight into their approaches to teaching literary writing as well as their comprehension and methods of implementation of the Curriculum Assessment Policy Statement’s guidelines for the teaching of the literary essay. Focus group discussions were held with the predominantly isiXhosa or Afrikaans-speaking learners to gauge whether their identities as isiXhosa and Afrikaans speakers in the English Home Language classroom affect their perceptions of the literary texts they have to read and write about. Lastly, an analysis of the learners’ literary essays provided a window into the translation of writing techniques taught and learned. The study found that literary essay writing and literature study lessons contributed to the alienation learners experienced. Learners’ varying learning styles are not prioritised for literature study and literary essay writing. The educators’ selected approach is partly due to the overloaded curriculum which does not equip teachers with the information and skills to execute lessons which lead to effective acquisition of literary writing skills. The CAPS’s flawed premises of the nature of language and lack of support of educators’ teaching of the literary essay perpetuates the subjugation of learners. A framework is suggested to create access to academic writing skills for the learners.Thesis (MA) -- Faculty of Humanities, Language, Media and Communication, 202
Systematic effects and mitigation strategies in observations of cosmic re-ionisation with the Hydrogen Epoch of Reionization Array
Full text linkThe 21 cm transition from neutral Hydrogen promises to be the best observational probe of the Epoch of Reionisation (EoR). It has driven the construction of the new generation of lowfrequency radio interferometric arrays, including the Hydrogen Epoch of Reionization Array (HERA). The main difficulty in measuring the 21 cm signal is the presence of bright foregrounds that require very accurate interferometric calibration. However, the non-smooth instrumental response of the antenna as a result of mutual coupling complicates the calibration process by introducing non-smooth calibration errors. Additionally, incomplete sky models are typically used in calibration due to the limited depth and resolution of current source catalogues. Combined with the instrumental response, the use of incomplete sky models during calibration can result in non-smooth calibration errors. These, overall, impart spectral structure on smooth foregrounds, leading to foreground power leakage into the EoR window. In this thesis we explored the use of fringe rate filters (Parsons et al., 2016) as a mean to mitigate calibration errors resulting from the effects of mutual coupling and the use of an incomplete sky model during calibration. We found that the use of a simple notch filter mitigates calibration errors reducing the foreground power leakage into the EoR window by a factor of ∼ 102. Thyagarajan et al. (2018) proposed the use of closure phase quantities as a means to detect the 21 cm signal, which has the advantage of being independent (to first order) from calibration errors and, therefore, bypasses the need for accurate calibration. In this thesis, we explore the impact of primary beam patterns affected by mutual coupling on the closure phase. We found that primary beams affected by mutual coupling lead to a leakage of foreground power into the EoR window, which can be up to ∼ 104 times and is mainly caused by the unsmooth spectral structure primary of primary beam sidelobes affected by mutual coupling. This power leakage was confined to k < 0.3 pseudo h Mpc−1. Lastly, we also proposed and demonstrated an analysis technique that can be used to derive a flux scale correction in post-calibrated HERA data. We found that after applying flux scale correction to calibrated HERA data, the bandpass error reduces significantly, with an improvement of 6%. The derived flux scale correction was antenna-independent, and it can be applied to fix the overall visibility spectrum scale of H4C data post-calibration in a fashion similar to Jacobs et al. (2013).Thesis (PhD) -- Faculty of Science, Physics and Electronics, 202
Social justice implications of the language of the court judgment genre and its development in pre- and post-independence Zimbabwe
No full textAccess restricted. Expected release in 2026.Thesis (PhD) -- Humanities, Linguistics and Applied Language Studies, 202