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Meaning making while living and working with a chronic disease: a multiple case study inquiry
No full textAbstracts in English, Afrikaans, Zulu, Sepedi, Northen SothoThe purpose of this hermeneutic phenomenological multiple case study was to explore, describe and explain how people make meaning while living and working with a chronic disease, with a view to developing an organisational support framework centred on meaning making, to facilitate and enhance the wellbeing of employees with chronic diseases. Frankl’s meaning-making principles served as the a priori theory and conceptual framework from which the propositions were derived and on which the study was built. The data was gathered through a multi-method approach by using semi-structured interviews, document analysis, diaries, image-based methods and observations. Data analyses were conducted using interpretative phenomenological analysis and pattern matching to replicate and enhance Frankl’s theory. The patterns of Frankl’s meaning-making principles were confirmed in the data and it was found that central to the meaning making of people with chronic diseases is the reconstruction of a self-identity resulting from self-determination. This process of reconstructing a meaningful self was built on the self-transcendent will to a meaningful self through existential reflection and cognitive reconstruction using Frankl’s meaning-making creative, experiential and attitudinal pathways. A framework is proposed to support the reconstruction of a meaningful self, based on a culture of care and psychological safety, adjusted work arrangement policies, individual support programmes like mentoring, coaching and counselling and opportunities to engage in prosocial projects.Die doel van hierdie hermeneuties fenomenologiese, veelvuldige gevallestudie was om te ondersoek, te beskryf en te verduidelik hoe mense betekenis skep terwyl hulle met ʼn chroniese siekte saamleef en werk, met die doel om ʼn organisatoriese ondersteuningsraamwerk te ontwikkel wat op betekenisskepping gevestig is, ter bevordering en versterking van die welstand van werknemers met chroniese siektes. Frankl se betekenisskeppingsbeginsels het as die a priori-teorie en konseptuele raamwerk gedien waaruit die stellings spruit en waarop die studie gebou is. Die data is deur ʼn veelmetode benadering versamel deur middel van deels gestruktureerde onderhoude, dokumentontleding, dagboeke, beeldgebaseede metodes en waarnemings. Data-ontledings is gedoen met behulp van verklarende fenomenologiese ontleding en patroonpassing om Frankl se teorie te dupliseer en te versterk. Die patrone van Frankl se betekenisskeppingsbeginsels is in die data bevestig en daar is bevind dat die kern van die betekenisskepping van mense met chroniese siektes die rekonstruksie van ʼn self-identiteit vanweë selfbeskikking is. Hierdie rekonstruksieproses van ʼn betekenisvolle self berus op die self- transendentale wil tot ʼn betekenisvolle self deur eksistensiële oorweging en kognitiewe rekonstruksie met behulp van Frankl se betekenisskeppende kreatiewe, eksperimentele en houdingspaaie. ʼn Raamwerk is voorgestel om die rekonstruksie van ʼn betekenisvolle self te ondersteun, gebaseer op ʼn kultuur van sorg en sielkundige veiligheid, aangepaste werkreëlingsbeleide, individuele ondersteunings-programme soos raadgewing, afrigting en voorligting asook geleenthede om by prososiale projekte betrokke te wees.Inhloso yalolu cwaningo-nhlonza oluphindaphindekile lwe hermeneutic phenomenological ukuhlwaya, ukuchaza nokuhumusha ukuthi abantu bayithola kanjani incazelo ngenkathi besebenza ngezifo ezingelapheki, okuyinhloso yokwakha kabusha inhlangano yokweseka incazelo esungulwayo, ukuhola nokukhuthaza inhlalakahle yabasebenzi abanezifo ezingelapheki. Imigomo enikeza incazelo kaFrankl’s ithathwa njengenjulalwazi esemqoka nensizakucwaninga okusuka kuyo ukuqanjwa kwezimiso ezakhe lolu cwaningo. Ulwazi luqoqwe ngokusebenzisa izinhlolokhono ezisakuhleleka, ukuhumusha imiqulu, iziggcinalwazi zosuku, ukuhlola nezindlela ezigxile ezithombeni. Ukuhlaziywa kolwazi kwenziwe ngendlela yokuhumusha nokulandela inqubo ehambisana nekhuthaza injulalwazi kaFrankl. Izindlela zikaFrankl zemigomo enikeza incazelo zifakazelwe ulwazi oluzuziwe ngencazelo mayelana nabantu abanezifo ezingelapheki okuwukuthi kugcina kwakheka ukwazi izimo ababhekane nazo bese beyazinikela ekuzinakekeleni. Le nqubo yokwakha incazelo kabusha ibunjwe ngentando yokushintsha kwesimo okuba nomphumela yokubheka emuva ngenhloso yokwakha ikusasa elisha elinokuhluzeka komqondo kusetshenziswa izindlela zikaFrankI zemigomo enikeza incazelo okuyiyona eqambayo, ehlonzayo nesimo somqondo esiya phambili. Le nsizakuhlaziya ineziphakamiso ezeseka ukwakha kabusha incazelo ngaye umuntu ngqo, ehambisana nosikompilo nezokuphepha komqondo, ukuhlelwa kwezinqubo nemithetho yemisebenzi, izinhlelo ezeseka ukucathuliswa, ukwelulekwa, ukuyalwa namathuba okubonisana ngezinhlelo zokunqanda imiphakathi.Maikemisetso a nyakisiso ye ya thuto ya mohlala wa bontsi ya heremeneuthiki fenomenolotsikhale e be e le go utolla, go hlalosa le go hlatholla ka mokgwa woo batho ba dirago merero ba dutse ba phela le go soma ka bolwetsi bja khoroniki, ka pono ya go godisa foreimeweke ya thekgo ya mokgatlo ye e nepisitsego go dira morero, go nolofatsa le go godisa boiketlo bja basomi ba malwetsi a khoroniki. Melawana ya Frankl ya go dira morero e dirisitswe bjalo ka teori ya priori le foreimeweke ya kgopolo moo elego gore ditshisinyo di ile tsa hwetswa le moo nyakisiso e ile ya agwa. Datha e kgobokeditswe ka mokgwa wa go dirisa mekgwa e mentsi ka go somisa dipoledisano tse di sego tsa rulaganywa gabotse, tshekatsheko ya ditokomane, dipukutsatsi, mekgwa ye e theilwego godimo ga diswantsho le dipono. Ditshekatsheko tsa datha di dirilwe ka go somisa tshekatsheko ya fenomenolotsikhale ya tlhathollo le go nyalelanya dipaterone go boeletsa le go godisa teori ya Frankl. Dipaterone tsa melawana ya Frankl ya go dira tlhaloso di ile tsa tiisetswa ka gare ga datha gomme go hweditswe gore bogareng bja go dira tlhaloso ya batho bao ba nago le malwetsi a khoroniki ke go aga leswa ga boitshupo bjo bo hlolwago ke go ikemela. Tshepetso ye ya go aga leswa boithati bjo bo nago le mohola e agilwe godimo ga thato yeo e fetago go boithati bjo bo nago le mohola ka go naganisisa ka go ba gona le go aga lefsa temogo ka go somisa ditsela tsa Frankl tsa go dira morero wa boitlhamelo, wa maitemogelo le wa ditsela tsa maikutlo. Foreimeweke e sisintswe go thekga go aga leswa ga boithati bjo bo nago le mohola, bjo bo theilwego godimo ga setlwaedi sa tlhokomelo le polokego ya monagano, dipholisi tsa peakanyo ya mosomo ye e fetotswego, mananeo a thekgo ya motho ka o tee ka o tee a go swana le tlhahlo, tlwaetso le keletso le dibaka tsa go tsenela diprotseke tsa go thusa leago.D.Phil. (Psychology)Industrial and Organisational Psycholog
COVID-19 and learners’ education in schools in different socio-economic conditions in Empangeni, KwaZulu-Natal
No full textAbstracts in English, Afrikaans and ZuluThe unexpected occurrence of the COVID-19 pandemic changed people’s lives in many ways worldwide, especially during the lockdown periods. Livelihoods, socialisation, employment, and education have been negatively affected. The Empangeni district in KwaZulu-Natal was not spared; however, although, in the same district, schools were not affected in the same way. This brought to the fore the inequalities that existed and still exist between public and private schools.
The study sought to explore the effect of COVID-19 on the Empangeni district schools, assessing the factors that affect teaching and learning in low socioeconomic and high socioeconomic status schools. The objective of the study was to determine the factors that affect teaching and learning in schools, evaluate how these factors were exposed during COVID-19, and establish the strategies that can be implemented to rectify the challenges exposed by COVID-19.
The study adopted a qualitative research approach and a grounded theory research design. Data was collected through structured interviews, which were conducted with four (4) school principals, eight (8) teachers, and sixteen (16) learners from the Empangeni district schools. The participants were purposefully selected. Data from the study were thematically analysed. The findings revealed that the factors affecting teaching and learning are leadership, budget, teaching and learning methods, resources, learner attendance and participation, and the scope of subjects. The findings also revealed that the factors affecting teaching and learning impact on academic growth, learner performance and results, teacher wellbeing, interaction with the teachers and the learning approach used in schools. These factors were exposed during COVID-19, when learners were sent home due to the lack of adequate classrooms to allow social distancing, and through the interrelations and communication among and between teachers and learners.
Data from the study further revealed that the strategies that can be implemented to resolve the challenges exposed by COVID-19 include the provision of adequate and equal resources by all stakeholders involved, the provision of support such as moral, psychological, and emotional support, and the facilitation of extra classes and one-on-one consultations. Based on the findings, the study recommends that schools should source resources for online teaching and learning, which will be used during COVID-19, and that the schools should adequate classrooms to allow social distancing, and through the interrelations and communication among and between teachers and learners.
Data from the study further revealed that the strategies that can be implemented to resolve the challenges exposed by COVID-19 include the provision of adequate and equal resources by all stakeholders involved, the provision of support such as moral, psychological, and emotional support, and the facilitation of extra classes and one-on-one consultations. Based on the findings, the study recommends that schools should source resources for online teaching and learning, which will be used during COVID-19, and that the schools should develop a model for online teaching and learning that will promote teacher wellbeing and enhance learner results and academic growth.Die COVID-19-pandemie wat almal so onverwags getref het, het mense se lewens wêreldwyd op baie maniere geraak, veral gedurende die grendeltydperke. Mense se bestaan, sosialisering, indiensneming en onderrig is negatief beïnvloed. Die Empangeni-distrik in KwaZulu-Natal het ook in die slag gebly; skole in dieselfde distrik is egter nie op dieselfde wyse geraak nie. Dit het die ongelykhede wat bestaan het en steeds bestaan tussen openbare en privaat skole weer op die voorgrond geplaas.
Die doel van die studie was om die uitwerking van COVID-19 op die skole in die Empangeni-distrik te ondersoek, en die faktore te assesseer wat onderrig en leer in skole met ’n lae sosio-ekonomiese en hoë sosio-ekonomiese status beïnvloed. Die doel van die studie was om die faktore te bepaal wat onderrig en leer in skole beïnvloed, te evalueer hoe hierdie faktore gedurende COVID-19 blootgestel is, en die strategieë te bepaal wat geïmplementeer kan word om die uitdagings wat deur COVID-19 blootgestel is, op te los.
Die studie het ’n kwalitatiewe navorsingsbenadering en ’n navorsingsontwerp met ’n gegronde teorie aangeneem. Data is ingesamel deur gestruktureerde onderhoude, wat uitgevoer is met vier skoolhoofde, agt onderwysers en 16 leerders van die Empangeni-distrikskole. Die deelnemers is opsetlik gekies. Data van die studie is tematies ontleed. Die bevindings het getoon dat die faktore wat onderrig en leer beïnvloed leierskap, begroting, onderrig en leer-metodes, hulpbronne, leerder-bywoning en -deelname, asook die omvang van vakke insluit. Die bevindings het ook getoon dat onderrig en leer ’n impak het op akademiese groei, leerders se prestasie en restultate, die welstand van onderwysers, interaksie met onderwysers, asook die leerbenadering wat in skole gebruik word. Hierdie faktore het gedurende COVID-19 na vore gekom toe leerders huis toe gestuur is weens ’n gebrek aan genoeg klaskamers om ’n sosiale afstand te handhaaf. ’n Skoolbywoningsrotasie is later bekend gestel. Data van die studie het verder getoon dat die strategieë wat geïmplementeer kan word om die uitdagings op te los wat deur COVID-19 blootgestel is, die voorsiening van genoegsame en gelyke hulpbronne deur alle belanghebbers betrokke, die voorsiening van ondersteuning soos morele, sielkundige en emosionele ondersteuning, asook die fasilitering van ekstra klasse en individuele konsultasies insluit. Die studie beveel aan, gebaseer op die bevindings, dat skole voorsien moet word van hulpbronne vir aanlyn onderrig en leer, wat aangewend kan word indien ’n soortgelyke situasie soos COVID-19 weer sou plaasvind. Skole moet ’n model ontwikkel vir aanlyn onderrig en leer wat die welstand van onderwysers en die resultate en akademiese groei van leerders sal bevorder.Isigameko esingalindelekile sobhubhane loKhuvethe siguqule izimpilo zabantu ngezindlela eziningi emhlabeni jikelele, ikakhulukazi ngezikhathi zokuvalwa. Indlela yokuziphilisa, ukuhlalisana kwabantu, ukuqashwa, kanye nemfundo kuthinteke kabi. Isifunda saseMpangeni KwaZulu-Natal asizange silondolozwe; nokho, nakuba, esifundeni esifanayo, izikole azizange zithinteke ngendlela efanayo. Lokhu kwaveza ukungalingani okwakukhona futhi okusekhona phakathi kwezikole zikahulumeni nezizimele.
Lolu cwaningo belufuna ukuhlola umthelela woKhuvethe ezikoleni zesifunda saseMpangeni, ukuhlola izici ezithinta ukufundisa nokufunda ezikoleni ezisezingeni eliphansi lezenhlalo nezomnotho kanye nezinga eliphezulu lezomnotho. Inhloso yocwaningo bekuwukuthola izici ezithinta ukufundisa nokufunda ezikoleni, ukuhlola ukuthi lezi zici zidalulwe kanjani phakathi noKhuvethe, nokuthola amasu angasetshenziswa ukulungisa izinselele ezidalulwe wuKhuvethe.
Ucwaningo lwamukele indlela yocwaningo olusezingeni eliphezulu kanye nomklamo wocwaningo lwethiyori enesisekelo. Idatha yaqoqwa ngenhlolokhono ehlelekile, eyaqhutshwa nothishanhloko abane (4), othisha abayisishiyagalombili (8) kanye nabafundi abayishumi nesithupha (16) basezikoleni zesifunda saseMpangeni. Abahlanganyeli bakhethwe ngenhloso. Idatha yocwaningo ihlaziywe ngokwetimu. Okutholakele kuveze ukuthi izinto ezithinta ukufundisa nokufunda ubuholi, isabelomali, izindlela zokufundisa nokufunda, izinsiza, ukuya kwabafundi nokubamba iqhaza, kanye nobungako bezifundo. Okutholakele kuphinde kwaveza ukuthi izinto ezithinta ukufundisa nokufunda ekukhuleni kwezemfundo, ukusebenza kwabafundi kanye nemiphumela, ukuphila kahle kothisha, ukuxhumana nothisha kanye nendlela yokufunda esetshenziswa ezikoleni. Lezi zici zidalulwe ngesikhathi soKhuvethe, lapho abafundi bebuyiselwa emakhaya ngenxa yokuntuleka kwamakilasi anele okuvumela ukuqhelelana emphakathini, futhi kamuva kwethulwa ukushintshana cofounder esikoleni.
Imininingwane yocwaningo iphinde yaveza ukuthi amasu angasetshenziswa ukuxazulula izinselelo ezidalulwe wuKhuvethe ahlanganisa ukuhlinzekwa kwezinsiza ezanele nezilinganayo yibo bonke ababambiqhaza abakhona phakathi, ukuhlinzekwa kokusekelwa okunjengokwesekwa kokuziphatha, kwengqondo, kanye nemizwa, kanye ukwenza lula amakilasi engeziwe kanye nokubonisana komuntu ngamunye. Ngokusekelwe kokutholakele, ucwaningo luncoma ukuthi izikole kumele zinikezwe izinsiza zokufundisa nokufunda nge-inthanethi, ezingasetshenziswa uma kwenzeka isimo esifanayo naleso seKhuvethe. Izikole kufanele zenze imodeli yokufundisa nokufunda nge-inthanethi ezothuthukisa ukuphila kahle kothisha futhi ithuthukise imiphumela yabafundi nokukhula kwezemfundo.M. Ed. (Education Management)Educational Leadership and Managemen
Teaching pedagogies of South African mathematics teachers to maximize learner success
No full textAbstract South African learners continue to achieve poorly in mathematics in comparison to other countries. Yet mathematics is a key requirement for not only entry into higher education, but also for overall economic development and growth. This is attested in several reports including TIMSS, Programme for International Student Assessment (PISA), Southern and Eastern Africa Consortium for Monitoring Educational (SACMEQ). Goal 4 of the South African Millennium Development Goals (MDG) states that, quality education for all should be ensured. Although there are numerous factors influencing learner achievement in South Africa, the instructional practices that mathematics teachers use have a profound influence on students’ learning and achievement. In this lecture, I first present an autoethnographic account of my experiences as both an academic and a Mathematics educator. An autoethnographic approach is adopted to
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express an individual account of my experiences in Mathematics education. I must admit that an emotional slant knits together a seamless narrative to this presentation largely influenced by a pedagogical perspective however, both challenges and successes permeate my entire journey as an educator and an academic. Understandably, the narrative of my journey as a Mathematics educator may not sufficiently represent the views and the enormous experiences recorded by some of my colleagues here present. Nevertheless, my own perspective on Mathematics education may add value towards improving learner achievement primarily when espoused by collective efforts from all stakeholders within the education system in South Africa.
The structure of my presentation focuses on broader issues in mathematics education in view of classroom practices in South Africa. In the final analysis, the lecture will culminate with some conclusions and recommendations.Business Managemen
Mathematical modeling of echinococcosis in humans, dogs and sheep
Get PDFIn this study, mathematical models for the dynamics of cystic echinococcosis transmission in
populations of dogs, sheep, and people are developed and analyzed. The predator-prey
interaction in these populations is rst considered and analyzed. The primary objective of taking
this model into account is to determine su cient conditions to ensure the existence of stable
equilibrium point which represent coexistence of the three populations. A mathematical model
for the dynamics of cystic echinococcosis transmission in the absence of controls is then
formulated and analyzed. Analytically, the basic reproduction number R0 and equilibrium
points are determined. To examine the dynamics of the disease, stability analysis of the disease
free equilibrium and endemic equilibrium is carried out. The results show that the disease-free
equilibrium is globally asymptotically stable if R0 1, and unstable otherwise. It is further
demonstrated that the endemic equilibrium is asymptotically stable if R0 > 1. To support
analytic results numerical simulations are carried out. Sensitivity analyses of the critical
parameters are performed. In the result it is shown that the transmission rate of echinococcus'
eggs from the environment to sheep ( es) is the most in
uential parameters in the dynamics of
cystic echinococcosis.
To this e ect, a model for the spread of cystic echinococcosis under interventions that involve
vaccination of sheep and cleaning or disinfection of the environment is formulated and studied.
The disease-free and endemic equilibrium points of the model are calculated. The control
reproduction number Rc for the deterministic model is derived, and the global dynamics are
established by the values of Rc. The disease-free equilibrium is globally asymptotically stable if
and only if the control reproduction number Rc 1, and the disease will be wiped out of the
populations. For Rc > 1, using Volterra-Lyapunov stable matrices, it is proven that the endemic
equilibrium is globally asymptotically stable, and the disease persists. Sensitivity analyses on the
control reproduction number Rc is carried out. It is revealed that the transmission rate from
sheep to dog ( sd) is the most in
uential parameter in the dynamics of cystic echinococcosis. To illustrate the analytical results and establish the long term behavior of the disease numerical
simulations are performed. The impact of control strategies is investigated. It is shown that,
whenever vaccination of sheep is carried out solely or in combination with cleaning or
disinfection of the environment, transmission of cystic echinococcosis can be controlled. However,
with cleaning or disinfecting of the environment alone, the disease persists in the populations.
Furthermore, an optimal control approach is applied to a model of cystic echinococcosis in the
populations of sheep, dog and human. The main objective is to reduce or eliminate the disease
from the three populations while minimizing the intervention implementation costs. We used
Pontryagin's Minimum Principle to solve the optimal control problem. Numerical simulations of
the time evolution of infected sheep, dog and human populations are provided to illustrate the
e ects of optimal and constant controls. It is noticed that optimal control strategy is better than
the small amount constant controls in reducing the prevalence of the disease in the populations.
While time independent control(s) is(are) administered at maximum amount, it is also noticed
that the optimal control strategy is e ective as the time-dependent controls. We also calculate
the Incremental Cost Effectiveness Ratio(ICER) to investigate the cost effectiveness of these
strategies. Our results show that the most cost-effective strategy for cystic echinoccosis control is
the combination of vaccination of sheep and cleaning or disinfection of the environment.Ph. D. (Applied Mathematics)Mathematical Science
An investigation into the timelessness of God Theology, with special reference to African Traditional religion
Get PDFThe main aim of this thesis was to explore the timelessness of God theology while making special reference to African traditional religion. The ‘timelessness of God’ is a theological model taught in Western traditional theism. Owing to its development by historical figures like Augustine, Boethius, and Aquinas, this theological model posits that God is absolutely immutable, simple, and omniscient. Developed through the lens of Greek philosophy by the mentioned figures, these divine attributes place God out-side of time. To state that God is timeless within this context, implies that he exists, but he exists outside of time. This model continues to dominate theological discourses and, arguably, forms part of the chief theological engine that drives modern Christian theology. This thesis, however, contends that the timelessness of God theology is problematic for African Christians. Mainly, according to African Christianity, this model falls short in meeting Africans’ religious and spiritual needs. One such need is God’s answer to prayers: A timeless God cannot answer prayers, as this would make him mutable. I argue in this study that African Christians conceive God as coming from a worldview that is entrenched in African traditional religion. According to this worldview, God, contra the Western tradition, is in a dynamic give-and-take relationship with hu-man beings. This relationship is made possible because God is viewed by Africans as existing in time.D. Th. (Systemetic Theology)Philosophy, Practical and Systematic Theolog
An exploratory study into the productivity challenges experienced by manufacturing SMMEs during lockdown in South Africa’s Gauteng Province – Ekurhuleni Municipality
Get PDFThe focus of this study was to examine productivity issues experienced by small, medium and micro enterprises (SMMEs) in the manufacturing sector in Ekurhuleni Municipality during COVID-19 lockdown restrictions, in order to provide a framework to guide SMMEs, should similar disruptions arise in future. The research also sought to identify and investigate internal and external environmental variables that affected the productivity and sustainability of manufacturing SMMEs in Ekurhuleni Municipality. Based on a positivist research ethic, an exploratory investigation was conducted. A simple random sampling method was used to select the respondents. For a population with more than 4 000 manufacturing SMMEs registered in Ekurhuleni Municipality, a sample of 300 participants was deemed suitable. This quantitative study was conducted using a Google Forms-created online questionnaire. The questionnaire was used to determine manufacturing SMMEs’ perceptions of their companies’ access to technological production management equipment and their knowledge of the company’s internal and external elements. SPSS version 28.0 was used to analyse the responses to determine whether there was a gap between the level of importance assigned to the access to technological production management tools of the business, and to their knowledge of internal and external factors affecting productivity. This research determined the productivity challenges experienced by manufacturing SMMEs in Ekurhuleni Municipality during COVID-19 lockdown restrictions. The study found that the respondents were inconsistent in performing specialized tasks. The study showed a clear distinction between the importance that was placed on having access to technological production management tools, and knowledge of internal and external factors affecting productivity. In addition, this study confirmed that South African SMMEs confront significant difficulties in the context of small businesses. This research study could aid business managers and owners and even researchers to gain ideas which may be helpful in making decisions when confronted with challenges such as lockdown restrictions due to a global pandemic. It is recommended that a study be conducted to investigate the impact of manufacturing SMMEs’ productivity on their business performance, growth and sustainability.M. Com. (Business Management)Business Managemen
Phonological processing skills and their longitudinal relation to first and additional language literacy in isiXhosa and isiZulu speaking children
No full textAbstracts in English, Afrikaans and XhosaPhonological awareness (PA), rapid automatised naming (RAN), and phonological working memory (PWM) are phonological processing skills which support literacy development concurrently and longitudinally. For bilinguals, skills developed in the first language (L1) can support literacy development in the additional language in a process called transfer. Phonological processing skills and their role in the literacy development of emergent bilinguals in the South African context has been under-explored. This study aimed to determine the within-language and across-language longitudinal development of, and association between, phonological processing skills and literacy skills of children who use two closely related African languages and English from Grades 1 to 3. A group of isiXhosa-English (n = 69) and isiZulu-English (n = 70) emergent bilingual children completed L1 and English phonological processing and literacy (letter recognition fluency, word and text reading fluency, spelling) measures at three points in time: the end of Grade 1 (t1), start of Grade 3 (t2), and end of Grade 3 (t3). Reading comprehension was assessed at t3 only. Confirmatory factor analysis models revealed that PA was best conceptualised as two language specific latent factors at t1, but as a language general factor at t2. PWM and RAN were best conceptualised as language general factors at t1 and t2. Path models on the cross-sectional data revealed that letter recognition fluency and PA were predictors of literacy, but the effect of RAN on literacy was mediated via letter recognition fluency, suggesting that RAN reflects the ability to make orthography-phonology correspondences. At early stages of reading development (t1), when PA and letter knowledge were not well-established, PWM (digit span) was a more stable predictor of later literacy attainment. Once letter knowledge was developed and PA skills were stronger (t2), the data replicated what has been found for other contexts: PA is a stable predictor of later L1 and English literacy, and alphanumeric RAN contributed to reading fluency (in L1). This study confirms the importance of teaching letter-sound correspondence rules to high levels of accuracy in the first grade in the South African context. Furthermore, automaticity in decoding needs to be prioritised in young readers to support reading fluency and comprehension.Fonologiese bewussyn, snelle geoutomatiseerde benoeming en fonologiese werkgeheue is fonologiese verwerkingsvaardighede wat die ontwikkeling van geletterdheid gelyktydig, sowel as longitudinaal, ondersteun. In tweetalige leerders kan vaardighede wat in die eerste taal ontwikkel geletterdheidsontwikkeling in ‘n addisionele taal ondersteun, deur 'n proses bekend as ‘kruislinguistiese oordrag’. Die relatiewe rol wat verskillende fonologiese verwerkingsvaardighede in die ontwikkeling van geletterdheid in ontluikende tweetalige kinders speel is egter nie duidelik in die Suid-Afrikaanse konteks nie. Hierdie studie het ten doel om die longitudinale ontwikkeling van, en korrelasie tussen, fonologiese verwerkingsvaardighede en geletterdheidsvaardighede te ondersoek in kinders wat in ‘n Afrika taal en Engels leer lees van graad 1 tot graad 3. 'n Groep isiXhosa-Engels (aantal = 69) en isiZulu-Engels (aantal = 70) ontluikende tweetalige kinders het fonologiese verwerkingsvaardighede toetse en geletterdheidsvaardighede (letterherkenningvlotheid, woord- en teksleesvlotheid, spelling) toetse in sowel die eerste taal as in Engels voltooi. Alle leerders is op drie tydstippe geassesseer: einde van graad 1 (t1), begin van graad 3 (t2), en einde van graad 3 (t3). Leesbegrip is slegs tydens t3 getoets. Bevestigende faktor ontledingsmodelle het aangedui dat fonologiese bewussyn as twee taalspesifieke latente faktore by t1, maar as 'n taal-algemene faktor by t2 gekonseptualiseer moet word. Daarteenoor kon fonologiese werkgeheue en snelle geoutomatiseerde benoeming as taal-algemene faktore by sowel t1 as t2 gekonseptualiseer word. Statistiese modelle van die deursnit-data het aangetoon dat die vlotheid waarmee leerders letters herken, sowel as die vlak van fonologiese bewussyn, geletterdheid direk voorspel, maar dat die effek van snelle geoutomatiseerde benoeming op geletterdheid deur die vlotheid van letterherkenning bemiddel word. Dit suggereer dat snelle geoutomatiseerde benoeming die vermoë weerspieël om verbintenisse tussen die ortografie en fonologie van ‘n taal te maak. Tydens t1, waar fonologiese bewussyn en letterkennis nog nie na behore ontwikkel was nie, het fonologiese werkgeheue (syferspan) latere geletterdheidsvlakke beter voorspel. Tydens t2, waar letterkennis en fonologiese bewussyn meer gevestig was, het die data vroeëre bevindings uit ander kontekste (naamlik dat fonologiese bewussyn 'n stabiele voorspeller is van latere eerstetaal en addisionele taal geletterdheid) ondersteun. Snelle geoutomatiseerde benoeming het met name bygedra tot leesvlotheid (in die eerste taal). Hierdie studie bevestig die noodsaak om letter-klank korrespondensiereëls in die eerste graad in die Suid-Afrikaanse konteks deeglik te onderrig, sodat hoë vlakke van akkuraatheid vroeg bereik word. Verder moet outomatisiteit in dekodering by jong lesers geprioritiseer word om leesvlotheid en -begrip te ondersteun.Ulwazi lwefonoloji (PA), ukubiza/ukufunda izinto ezisondeleneyo ngokukhawuleza nangokuzenzekela okwaziwa ngokuba yi-rapid automatised naming (RAN), kunye nenkqubo yokukhumbula ngokukhawuleza ukusebenza kwefonoloji eyaziwa ngokuba yi-phonological working memory (PWM) zizakhono zocwangciso lwefonoloji ezixhasa uphuhliso lokufunda nokubhala ngokunqamlezileyo nangokobude ukusuka entla ukuya ezantsi. Kwabo abathetha iilwimi ezimbini, izakhono eziphuhliswe ngolwimi lokuqala (L1) zinako ukuxhasa uphuhliso lwesakhono sokufunda nokubhala ngolwimi lwesibini kwinkqubo ebizwa ngokuba kukufunda ulwimi ngokolwazi lolunye ulwimi. Lunqongophele uphando lwezakhono zocwangciso lwefonoloji kunye nendima yazo ekuphuhliseni isakhono sokufunda nokubhala kwabo abaqhuba bephuhlisa ulwimi lwabo lwasekhaya ngelixa befunda ulwimi lwesibini kwimeko yoMzantsi Afrika. Olu phando belujolise ekufumaneni uphuhliso kulwimi ngalunye kunye nokunxulumana kubudlelwane phakathi kwizakhono zokwaziswa kwefonoloji kunye nezakhono zokufunda nokubhala kubantwana abasebenzisa iilwimi ezimbini ezisondeleleneyo zesiNtu kunye nesiNgesi ukususela kumaBanga 1 ukuya kwele3. Iqela lesiXhosa nesiNgesi (n = 69) kunye nesiZulu nesiNgesi (n = 70) labantwana abaqhuba bephuhlisa ulwimi lwabo lwasekhaya ngelixa befunda ulwimi lwesibini ligqibe i-L1 kunye nemilinganiselo yocwangciso nokubhalwa kwefonoloji yesiNgesi (ukuqaphela oonobumba kakuhle, ukuqaphela amagama kunye nokufunda umbhalo kakuhle, upelo) ngamanqaku amathathu ngexesha: ekupheleni kweBanga 1 (t1), ekuqaleni kweBanga 3 (t2), kunye nasekupheleni kweBanga 3 (t3). Kuvavanywe i-t3 kuphela ukuze kujongwe ukuqonda kwabo oko kubhaliweyo. Iimodeli zohlalutyo lomsantsa okhoyo (confirmatory factor analysis models) phakathi komba ophandwayo nethiyori zibonise ukuba i-PA iye yaqingqwa kakuhle kakhulu njengemiba emibini ethile yolwimi engekaphuhliswa kwi-t1, kodwa ibe ngumba wolwimi oqhelekileyo kwi-t2. I-PWM ne-RAN zezona ezithe zaqingqwa kakuhle kakhulu njengemiba eqhelekileyo yolwimi kwi-t1 nakwi-t2. Iimodeli zobudlelwane obunxulumeneyo phakathi kwezinto eziguqaguqukayo nezo ezingaguquguqukiyo kwidatha evela kuluntu ngexesha elinye zivelise ukuba ukuqatshelwa kakuhle koonobumba kunye ne-PA zezona zinto eziqikelela izakhono zokufunda nokubhala kodwa ifuthe le-RAN kwizakhono zokufunda nokubhala zingenelelwe ngokuqatshelwa kakuhle koonobumba, nto leyo echaza ukuba i-RAN ibonisa ukubanako kwabafundi ukwenza ungqinelwano kwimigaqo yokubhala nefonoloji. I-PWM (ukugcinwa kolwazi okwethutyana) ibingumqikeleli ozinzileyo wokufikelela kwisakhono sokufunda nokubhala samva kwizigaba zokuqala zophuhliso lokufunda (t1), ngelixa i-PA kunye nolwazi loonobumba zingakhange zimiselwe kakuhle. Lwakuba ulwazi loonobumba luphuhlisiwe nezakhono ze-PA zomelele (t2), idatha iphinde yaphindaphinda oko kuye kwafunyanwa kwezinye iimeko: I-PA ngumqikeleli ozinzileyo we-L1 yamva kunye nesakhono sokufunda nokubhala isiNgesi, kwaye i- RAN equlethe oonobumba namanani ibe negalelo ekufundeni kakuhle (kwi-L1). Olu phando luqinisekisa ukubaluleka kokufundisa imithetho yongqinelwano lwezandi zoonobumba kumanqanaba okuchaneka aphezulu kwibanga lokuqala kwimeko yoMzantsi Afrika. Ngaphezu koko, ukuzenzekela kokukhupha izandi zoonobumba nokuqonda amagama abawakhayo kufuneka kubekwe phambili kubafundi abatsha ukuxhasa ukufunda kakuhle kunye nokuqonda oko kufundwayo.Ph. D. (Linguistics)Linguistics and Modern Language
Search for third-generation vector-like leptons in pp collisions at s = 13 TeV with the ATLAS detector
No full textAbstract
A search for vector-like leptons in multilepton (two, three, or four-or-more electrons plus muons) final states with zero or more hadronic τ-lepton decays is presented. The search is performed using a dataset corresponding to an integrated luminosity of 139 fb−1 of proton-proton collisions at a centre-of-mass energy of 13 TeV recorded by the ATLAS detector at the LHC. To maximize the separation of signal and background, a machine-learning classifier is used. No excess of events is observed beyond the Standard Model expectation. Using a doublet vector-like lepton model, vector-like leptons coupling to third-generation Standard Model leptons are excluded in the mass range from 130 GeV to 900 GeV at the 95% confidence level, while the highest excluded mass is expected to be 970 GeV
Search for high-mass Wγ and Zγ resonances using hadronic W/Z boson decays from 139 fb−1 of pp collisions at s = 13 TeV with the ATLAS detector
No full textAbstract
A search for high-mass charged and neutral bosons decaying to Wγ and Zγ final states is presented in this paper. The analysis uses a data sample of
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= 13 TeV proton-proton collisions with an integrated luminosity of 139 fb−1 collected by the ATLAS detector during LHC Run 2 operation. The sensitivity of the search is determined using models of the production and decay of spin-1 charged bosons and spin-0/2 neutral bosons. The range of resonance masses explored extends from 1.0 TeV to 6.8 TeV. At these high resonance masses, it is beneficial to target the hadronic decays of the W and Z bosons because of their large branching fractions. The decay products of the high-momentum W/Z bosons are strongly collimated and boosted-boson tagging techniques are employed to improve the sensitivity. No evidence of a signal above the Standard Model backgrounds is observed, and upper limits on the production cross-sections of these bosons times their branching fractions to Wγ and Zγ are derived for various boson production models
Untangling Intimate Care Experiences for Patients Admitted to Public Hospitals in South Africa.
Get PDFBackground:
Hospital admission can be a traumatic and humiliating experience for patients due to the institutionalised attire they must wear. Intimate care may
trigger experiences of helplessness and disrespect due to exposure to their body parts and having to be touched by nurses.
Objective:
This research aimed to explore and describe patients’ perceptions of their bodies and their experiences of intimate care execution during their
hospital stay.
Methods:
A qualitative explorative-descriptive design and Trauma-informed care framework were used to explore and describe the participants’ perceptions
and experiences of intimate care execution during admission to the two sampled hospitals. Twenty participants admitted to medical and surgical
units were purposively recruited. Data was collected using semi-structured interviews, and thematic analysis was used to give meaning to the data.
Results:
Three overarching themes emerged from the data: the sacredness of the human body; Patients want their dignity to be respected during intimate
care and touch; and creating the nurse-patient intimate care relationship. Patients wish the nurses to maintain their dignity and privacy. Intimate
care and touch should be initiated in a safe environment where patients can make informed decisions.
Implications for Nursing:
Declothing of personal attire during admission violates patients’ dignity and privacy and is dehumanising. During intimate care and touch, nurses
should create a cultural, religious and gender safe environment, allowing inpatients to make informed decisions regarding the care provided to their
bodies.
Conclusion:
Patients’ beliefs system should be incorporated into autonomy and informed decisions about the care to be provided to naked bodies.
Hospitalisation should not reinforce physical and psychological trauma. Respect and dignity are paramount when caring for the patient’s body.Health StudiesUNISA & NR