21838 research outputs found
Sort by
The roles and responsibilities of the safety and security industry during protest action in Tshwane, Gauteng
No full textAbstracts in English, Zulu and Northern SothoThe purpose of this study was to analyse the roles and responsibilities of the safety and security industry during protest action in Tshwane, Gauteng. These roles and responsibilities include that of Private security officers (PSOs), South African Police Services (SAPS) and Tshwane Metro Police Department (TMPD). PSOs are the first line of defence for their clients despite being confronted with potentially violent situations during protest action. The private security industry performs functions similar to those of the SAPS however its role in security obligations is determined by the customer, based on contracts and motivated by profit. It is also subject to legal restrictions which include the security function of crowd management that is strictly a function of SAPS. In South Africa, protest action often occurs in places such as government-owned property and universities. However, there is uncertainty regarding the roles and responsibilities of PSOs, in comparison to the SAPS and the TMPD during protest action.
The study implemented a qualitative approach and used non-probability sampling, purposive and snowball techniques to select research participants. A total of 31 research participants made up the sample used in the study. Semi-structured interviews were held individually with each research participant. Ethical considerations were actively applied throughout the duration of the study.
The raw data collected were analysed utilising the steps of thematic analysis. The process of coding was identified by key words which were categorised according to the relevant themes that emerged from the participants’ experiences as the participants shared their lived experience and knowledge pertaining to protest action. During this stage, the researcher used his notes and transcripts to analyse and interpret the data.
The study explored the following key themes: crowd management and crowd control training. It also analysed the involvement in policing protest action, types of protests, protest conceptualisation, the roles and responsibilities of the safety and security industry during protest action, and challenges encountered during protest action.
The study reviewed the role of the media, attitudes of research participants, legal implementation, awareness and education, equipment for police protest activity, communication, manpower and resource shortages. Furthermore, it investigated the efficiency of the safety and security industry in policing protest action in Tshwane and carried out observation in Tshwane, Gauteng to record the challenges and details of policing protests.
The study's findings revealed that, when it comes to dealing with protests action, the safety and security industry has a variety of challenges, the most significant of which is a lack of resources, manpower, equipment, and communication. The incapacity of law enforcement to use the techniques they had been trained for made it difficult to handle the vast number of protests taking place in Tshwane. Despite the challenges, law enforcement may be able to learn from the best practices of other countries. Furthermore, law enforcement must campaign and raise awareness of the high tolerance levels required during protest action in South Africa and implementation of legislation.
The research will be of benefit to the safety and security industry, the community of Tshwane and national governing body, as well as scientific research.Inhloso yalolu cwaningo kwakuwukuhlaziya izindima nemisebenzi yemboni yezokuphepha nezokuvikeleka ngesikhathi sokubhikisha eTshwane, eGoli. Le misebenzi nemisebenzi ihlanganisa lezo zezikhulu zezokuphepha ezizimele (ama-PSO), uMbutho Wamaphoyisa aseNingizimu Afrika (i-SAPS) kanye noMnyango Wamaphoyisa KaMasipala waseTshwane (aziwa nge-TMPD). Ama-PSO ayindawo yokuqala emkhakheni wokuzivikela kumakhasimende awo, naphezu kokubhekana nezimo ezingase zibe nodlame ngesikhathi sokubhikisha.. Imboni yezokuvikela ezimele yenza imisebenzi efana neye-SAPS; nokho, indima yayo ezibophweni zokuphepha inqunywa ikhasimende, ngokusekelwe ezinkontilekeni futhi eshukunyiswa inzuzo. Futhi kungaphansi kwemikhawulo engokomthetho ehlanganisa umsebenzi wezokuphepha wokuphathwa kwezixuku - umsebenzi we-SAPS oqinile. ENingizimu Afrika, imibhikisho ivame ukwenzeka ezindaweni ezifana nezakhiwo eziphethwe uhulumeni kanye namanyuvesi. Nokho, kukhona ukungaqiniseki mayelana neqhaza kanye nezibopho zama-PSO uma kuqhathaniswa ne-SAPS kanye ne-TMPD ngesikhathi sokubhikisha.
Kwasetshenziswa indlela yekhwalithi noma yesimo futhi kwasetshenziswa amasampula okungewona amathuba, inhloso kanye namasu nawesinobholi asetshenziswa ukuze kukhethwe ababambiqhaza bocwaningo. Isamba sabahlanganyeli bocwaningo abangama-31 benze isampula elisetshenziswe ocwaningweni. Izingxoxiswano ezihlelwe kancane zabanjwa ngazodwana nomhlanganyeli ngamunye wocwaningo. Ukucatshangelwa kwezimiso zokuziphatha kwasetshenziswa ngenkuthalo kuso sonke isikhathi socwaningo. Kwaqoqwa kwedatha engahlungiwe yahlaziywa kusetshenziswa izinyathelo zokuhlaziya isihloko. Inqubo yokubhala ngekhodi ikhonjwe ngamagama abaluleke kakhulu ahlukaniswa ngokwezindikimba ezifanele ezivele kokuhlangenwe nakho ngabahlanganyeli njengoba ababambiqhaza babebelana ngolwazi lwabo oluphilayo nolwazi oluphathelene nesenzo sokubhikisha. Kulesi sigaba, umcwaningi usebenzise amanothi nemibhalo yakhe ukuze ahlaziye futhi ahumushe idatha.
Izindikimba ezibalulekile zokuphathwa kwezixuku nokuqeqeshwa kokulawulwa kwezixuku zihlolisisiwe kulolu cwaningo. Kuhlaziywe ukubamba iqhaza esenzweni sokubhikisha kwamaphoyisa, izinhlobo zemibhikisho, ukucabanga ngemibhikisho kanye neqhaza nezibopho zemboni yezokuphepha nokuvikeleka ngesikhathi sokubhikisha, kanye nezinselelo okuhlangatshezwane nazo ngesikhathi sokubhikisha.
Iqhaza labemithombo yezindaba, izimo zengqondo zabahlanganyeli bocwaningo, ukuqaliswa kwezomthetho, ukuqwashisa nokufundisa, izinto zokusebenza zemibhikisho yamaphoyisa, ukuxhumana, izinsiza zabantu kanye nokushoda kwezinsiza kuye kwabuyekezwa. Ngaphezu kwalokho, kwaphenywa ukusebenza kahle kwemboni yezokuphepha nokuvikeleka embhikishweni wamaphoyisa eTshwane, futhi kwaqashelwa iTshwan, eGauteng ukuze kuqoshwe izinselele kanye nemininingwane yemibhikisho yamaphoyisa.
Okutholwe yilolu cwaningo kuveza ukuthi, uma kubhekwana nesenzo sokubhikisha, imboni yezokuphepha nekuvikeleka inezinselelo ezahlukene, okubaluleke kakhulu ukuntuleka kwezinsiza, izinsiza zabantu, amathuluzi nokuxhumana. Ukungakwazi kwabomthetho ukusebenzisa amasu abawaqeqeshelwe kwenza kube nzima ukubhekana nenqwaba yemibhikisho eyenzeka eTshwane. Naphezu kwezinselelo, abomthetho bangakwazi ukufunda ezenzweni ezinhle kakhulu zamanye amazwe futhi ngaphezu kwalokho kufanele bakhankasele futhi baqwashise ngamazinga aphezulu okubekezelela adingekayo ngesikhathi sokubhikisha eNingizimu Afrika, kanye nokusetshenziswa komthetho.
Lolu cwaningo luyoba usizo embonini yezokuphepha nokuvikela, umphakathi waseTshwane kanye nebhodi elilawulayo likazwelonke, kanye nocwaningo lwesayensi.Maikemisetso a nyakisiso ye ke go sekaseka mosomo le maikarabelo a intasteri ya polokego le tshireletso ka nako ya ditshupetso tsa boipelaetso ka Tshwane, Gauteng. Mesomo ye le maikarabelo e akaretsa le bahlankedi ba tshireletso ya poraebete (PSOs), Tirelo ya Maphodisa ya Afrika Borwa (SAPS) le Kgoro ya Maphodisa ya Toropokgolo ya Tshwane (TMPD). Mosomo wa diPSO ke go netefatsa tshireletso le polokego ya diklelaente tsa bona, go sa setswe maemo ao ba lebanago le wona a dikgaruru ka nako ya ditshupetso tsa boipelaetso. Intasteri ya tshireletso ya poraebete e dira mesomo ye e swanago le ya SAPS; le ge go le bjalo, mosomo wa bona go tsa tshireletso o laetsa ke moreki, ka mokgwa wa tumelelano gomme e hlohleletswa ke profiti. Gape e swanetse go latela dithibelo tsa molao tseo di akaretsago mosomo wa tshireletso go taolo ya lesaba – mosomo wo o dirwago ke SAPS fela. Ka Afrika Borwa, ditshupetso tsa boipelaetso gantsi di direga mafelong a go swana le meago ya mmuso le diyunibesithi. Le ge go le bjalo, go na le go se hlake mabapi le mosomo wa diPSO le maikarabelo a bona ge ba bapetswa le SAPS le TMPD ka nako ya ditshupetso tsa boipelaetso. Nyakisiso e somisitse mokgwa wa khwalithethifi go kgetha dikemedi, go kgetha ka morero le ka mokgwa wa go somisa dikemedi go kgetha batseakarolo ba nyakisiso. Palomoka ya batseakarolo ba 31 e bile dikemedi go nyakisiso ye. Dipoledisano tseo di sego tsa rulaganywa di dirilwe le motseakarolo wa nyakisiso yo mongwe le yo mongwe. Mekgwa ya boitshwaro ya go dira dinyakisiso e ile ya somiswa nako ka moka ya nyakisiso. Datha ya mathomo ye e kgobokeditswego e sekasekilwe ka go somisa dikgato tsa go sekaseka datha ya khwalithethifi. Mokgwa wa go somisa dikhoutu ka go hlaola mantsu a bohlokwa go beakanya datha ka dintlha tse di kgobokeditswego go tswa go maitemogelo a batseakarolo ge ba bolela ka maitemogelo le tsebo ya bona mabapi le ditshupetso tsa boipelaetso. Ka nako ye, monyakisisi o somisitse dinoutse tsa gagwe le dingwalwa tsa gagwe go sekaseka le go hlatholla datha. Dintlha tse bohlokwa tsa taolo ya lesaba le tlhahlo ya taolo ya lesaba di ile tsa sekasekwa go nyakisiso ye. Nyakisiso e sekasekile hlapetso ka nako ya ditshupetso tsa boipelaetso, mehuta ya boipelaetso, kgopolo ya boipelaetso le mesomo le maikarabelo a intasteri ya polokego le tshireletso ka nako ya ditshupetso tsa boipelaetso, le mathata ao ba kopanego le wona ka nako ya ditshupetso tsa boipelaetso. Nyakisiso e sekasekile karolo ya baphatlalatsaditaba, maitshwaro a batseakarolo ba nyakisiso, go bea molao, temoso le thuto, didiriswa tsa maphodisa tsa mosomo ka boipelaetso, kgokagano, tlhaelelo ya basomi le methopo. Nyakisiso e sekasekile gape bokgoni bja intasteri ya polokego le tshireletso bja go netefatsa tshireletso ka nako ya ditshupetso tsa boipelaetso ka Tshwane, gomme dikutullo ka Tshwane, Gauteng tsa somiswa go rekhota mathata le dintlha ka botlalo tsa go dira mosomo wa go hlapetsa ka nako ya boipelaetso. Dikutollo tsa nyakisiso ye di tsweleditse gore, intasteri ya polokego le tshireletso e na le ditlhohlo tse dintsi ge e swaragane le ditshupetso tsa boipelaetso, bjalo ka tlhaelelo ya methopo, bahlapetsi, didiriswa le poledisano. Go se kgone go somisa dithekniki tseo badiredi ba molao ba filwego thlahlo go tsona go dira gore go be thata go swaragana le palo ya godimo ya boipelaetso ka Tshwane. Le ge go na le ditlhohlo, badiredi ba molao ba ka ithuta go tswa go mekgwa ye mekaone ya dinaga tse dingwe gomme ba swanetse go dira lesolo la go fa temoso ya maemo a godimo ao a nyakegago ka nako ya ditshupetso tsa boipelaetso ka Afrika Borwa, le phethagatso ya molao. Nyakisiso e tla hola intasteri ya polokego le tshireletso, setshaba sa Tshwane le sehlongwa sa taolo sa bosetshaba, gammogo le dinyakisiso tsa mahlale.M. Tech. (Security Management)Criminology and Security Scienc
‘Your voice counts’: Understanding how online student evaluations encourage lecturers’ pedagogies during the COVID-19 pandemic
No full textStudent evaluations are used frequently within higher education institutions, as lecturers are expected to respond to these in a way that improves course delivery and addresses students’ concerns. The purpose of this article was to understand how online student evaluations encourage lecturers’ pedagogies in a comprehensive open distance and e-Learning university in South Africa. This article argues that student pre-evaluation questions, which are posted on the learning management system at the beginning of a course, may reduce the transactional distance in a module, if implemented correctly. This qualitative study makes use of documentary analysis, email interviews, and an observation schedule to (1) understand the pedagogical shifts first year students require in student evaluations, (2) explore if student evaluations encourage lecturers to alter their pedagogies and, (3) to investigate the impact of student evaluations on lecturer pedagogies. Moore’s theory of transactional distance was used to analyse the findings in this study. The findings revealed that students are very vocal in online student evaluations as they aware of their pedagogical needs in a module and lecturers were encouraged and influenced by the student evaluations. The results may inform teaching and policy decisions as more institutions transition to online course evaluation collection methods, particularly given the restrictions imposed by the current COVID-19 crisis. Suggestions for future research include examining the usability of student evaluation comments as well as trends in student feedback quality following the transition to emergency remote teaching during the global pandemic.English Studie
Tlhabololo ya baporofešenale ba thuto le tshegetso ya barutegi malebana le kgabaganyo go ya kwa dijitaleng mo ditheong tsa thuto e e buletsweng botlhe le e go ithutiwang motho a le kgakala mo Aforika
No full textTo address educational imperatives such as improving the capacity of the education and training systems to meet the pressing needs in Africa, countries such as South Africa, Nigeria, Botswana, Kenya, Namibia and Tanzania have embarked on a journey to implement digital transformation policies and educational innovations such as online teaching and learning. However, research shows a high failure rate of e-learning initiatives in these contexts due to the lack of the right skill sets and expertise. Academics from higher education institutions face the challenge of facilitating and supporting learning using emerging educational technologies without proper preparation and training. Therefore, they struggle to adopt the new e-learning innovations due to a lack of relevant skills and the perceived difficulty attaining the necessary skills. The Covid-19 pandemic also forced many higher education institutions to continue offering education in online spaces, thus affirming the need for distance education and e-learning in the education sector while at the same time revealing the skill gaps required for e-learning.
This study was driven by the need to investigate how academics are trained, developed and supported for online teaching in large-scale open and distance education (ODE) institutions in Africa and other developing countries. Twenty participants were interviewed, including academics and other staff members at the University of South Africa (UNISA) and the National University of Nigeria (NOUN), Africa’s two largest distance learning institutions. Through a multiple case study research design lens, this study used a qualitative approach through a configurative systematic review, semi-structured interviews, and document analysis to collect data. Thematic analysis was used to analyse the data. Technological pedagogical content knowledge (TPACK) theory and the unified theory of acceptance and use of technology (UTAUT) were used to support and guide this research study.
Consistent with previous research, the findings in this study showed that higher education institutions in Africa and other developing countries did not adequately plan and manage their e-learning implementation projects. This study also found that a lack of proper understanding of e-learning and appropriate digital skills were some of the significant reasons for reported failures of e-learning initiatives. The findings further revealed that the universities under study implemented e-learning without a comprehensive e-learning policy and related policy that drives and guides the e-learning implementation process. Consequently, this study positioned e-learning policy and academic professional development as integral to e-learning innovation initiatives.Ten einde aandag aan onderrigimperatiewe te gee soos om die kapasiteit van die onderrig- en opleidingstelsels te verbeter om aan die dringende behoeftes van Afrika te voldoen, het lande soos Suid-Afrika, Nigerië, Botswana, Kenia, Namibië en Tanzanië ’n reis aangepak om digitale transformasiebeleide en onderriginnoverings soos e-leer te implementeer. Navorsing toon egter ’n hoë druipsyfer ten opsigte van e-leerinisiatiewe in hierdie kontekste vanweë ’n gebrek aan die regte vaardighede en kundigheid van akademici. Akademici van hoër onderwysinstellings kom voor die uitdaging te staan om leer te fasiliteer en te ondersteun deur die ontluikende onderrigtegnologieë sonder behoorlike voorbereiding en opleiding te gebruik. Hulle sukkel dus om die nuwe e-leerinnnoverings onder die knie te kry as gevolg van ’n gebrek aan toepaslike vaardighede en/of die waargenome moeilikheidsgraad om die nodige vaardighede te bekom. Die Covid-19-pandemie het ook heelwat hoër onderwysinstellings gedwing om onderrig in aanlyn ruimtes aan te bied en het derhalwe die behoefte aan afstandsonderrig en e-leer in die onderwyssektor bevestig, terwyl dit terselfdertyd die vaardigheidsgaping, bloot gelê het.
Hierdie studie is gemotiveer deur die behoefte om ondersoek in te stel na hoe akademici opgelei en ontwikkel is en ondersteun word wat betref e-leer by grootskaalse oop- en afstandsonderriginstellings in Afrika en ander ontwikkelende lande. Onderhoude is met altesaam 20 deelnemers gevoer, insluitend akademici en ander lede van die Universiteit van Suid-Afrika (UNISA) en die Nasionale Universiteit van Nigerië (NOUN), Afrika se twee grootste leerinstellings. Deur die lens van veelvuldige gevallestudienavorsingsontwerp het hierdie studie ’n kwalitatiewe benadering gevolg deur middel van ’n konfiguratiewe sistemiese oorsig, semigestruktureerde onderhoude en dokumentontleding om data in te samel. Tematiese ontleding is gebruik om die data te ontleed. Tegnologies-pedagogiese inhoudskennis (TPACK) en die saambindende teorie van aanvaarding en die gebruik van tegnologieraamwerke (UTAUT) is ingespan om hierdie navorsingstudie te ondersteun en te rig.
In ooreenstemming met vorige navorsing het die bevindings van hierdie studie getoon dat hoër onderwysinstellings in Afrika en ander ontwikkelende lande nie hulle e-leerimplementeringsplanne voldoende beplan en bestuur nie. Hierdie studie het ook tot die gevolgtrekking gekom dat ’n gebrek aan behoorlike begrip van e-leer en behoorlike digitale vaardighede van die grootste redes was vir aangemelde mislukkings van e-leerinisiatiewe. Die bevindings het ook aan die lig gebring dat die universiteite wat aan die studie deelgeneem het, e-leer implementeer sonder ’n omvattende e-leerbeleid en/of verwante beleid wat die e-leerimplementeringsproses aandryf en rig. As gevolg hiervan beskou hierdie studie e-leerbeleid en akademiese, professionele ontwikkeling as ’n belangrike deel van e-leerinnoveringsinisiatiewe.Go samagana le dintlha tsa botlhokwa tsa thuto di tshwana le go tokafatsa bokgoni jwa dithulaganyo tsa thuto le katiso go fitlhelela ditlhokego tsa botlhokwa mo Aforika, dinaga di tshwana le Aforikaborwa, Nigeria, Botswana, Kenya, Namibia le Tanzania di tsene mo leetong la go tsenya tirisong dipholisi tsa go fetogela mo dijitaleng le maitshimololelo a thuto a tshwana le go ithuta ka tsela ya eleketoroniki. Fela dipatlisiso di bontsha seelo se se kwa godimo sa go retelelwa ga maitshimololelo ano a go ithuta ka tsela ya eleketoroniki ka ntlha ya tlhaelo ya dikgono le boitseanape jo bo maleba jwa batlhatlheledi. Batlhatlheledi go tswa kwa ditheong tsa thuto e kgolwane ba lebana le dikgwetlho tsa go bebofatsa le go tshegetsa go ithuta ka go dirisa dithekenoloji tse di tlhagelelang tsa thuto kwa ntle ga ipaakanyo e e siameng le katiso. Ka jalo, ba sokola go dirisa maitshimololelo a mantshwa a go ithuta ka tsela ya eleketoroniki ka ntlha ya tlhaelo ya dikgono tse di maleba le/gongwe go dumela gore go boima go bona dikgono tse di tlhokegang. Leroborobo la Covid-19 le lona le pateleditse ditheo tse dintsi tsa thuto e kgolwane go tswelela go tlamela ka thuto mo maranyaneng, mme ka go rialo di tlhomamisa botlhokwa jwa thuto ya o le kwa kgakala le go ithuta ka tsela ya eleketoroniki mo lephateng la thuto, mme gape di senola tlhaelo ya dikgono tse di tlhokegang mo tlamelong ya go ithuta ka tsela ya eleketoroniki.
Thutopatlisiso e tlhotlheleditswe ke tlhokego ya go tlhotlhomisa ka moo batlhatlheledi ba katisiwang ka gona, ba godisiwang le go tshegediwa ka gona malebana le go ithuta ka tsela ya eleketoroniki mo ditheong tsa thuto e e buletsweng botlhe le e go ithutiwang motho a le kgakala (ODE) mo Aforika le mo dinageng tse di tlhabologang. Go botsoloditswe palogotlhe ya banni-le-seabe ba le 20, go akarediwa batlhatlheledi le ditokololo tse dingwe tsa Yunibesithi ya Aforikaborwa (UNISA) le Yunibesithi ya Bosetshaba ya Nigeria (NOUN), ditheo tse pedi tse dikgolokgolo tsa thuto ya o le kgakala mo Aforika. Ka tiriso ya leitlho la thadiso ya dithutopatlisiso tsa tobiso, thutopatlisiso eno e dirisitse molebo o o lebelelang mabaka ka tshekatsheko e e rulaganeng go sekaseka motswako wa data, dipotsolotso tse di batlileng di rulagane le tokololo ya dikwalo go kokoanya data. Go dirisitswe tokololo ya meono go lokolola data. Go dirisitswe matlhomeso a kitso ya diteng tsa thuto ya thekenoloji (technological pedagogical content knowledge (TPACK) le tiori e e kopantsweng ya kamogelo le tiriso ya thekenoloji (the unified theory of acceptance and use of technology (UTAUT) go tshegetsa le go kaela thutopatlisiso eno. Go tsamaelana le patlisiso e e fetileng, diphitlhelelo tsa thutopatlisiso eno di bontshitse gore ditheo tsa thuto e kgolwane mo Aforika le mo dinageng tse dingwe tse di tlhabologang ga di dire dithulaganyo tse di lekaneng le go tsamaisa tsenyotirisong ya diporojeke tsa go ithuta ka tsela ya eleketoroniki sentle. Thutopatlisiso eno gape e fitlhetse gore tlhaelo ya go tlhaloganngwa sentle ga go ithuta ka tsela ya eleketoroniki le dikgono tse di maleba tsa dijitale ke mangwe a mabaka a magolo a go retelelwa go go begilweng ga maitshimololelo a go ithuta ka tsela ya eleketoroniki. Gape diphitlhelelo di senotse gore diyunibesithi tse di neng di batlisisiwa di tsentse tirisong go ithuta ka tsela ya eleketoroniki kwa ntle ga pholisi e e akaretsang ya go ithuta ka tsela ya eleketoroniki le/gongwe dipholisi tse di amanang le tseo tse di tsamaisang le go kaela tirego ya go tsenya tirisong go ithuta ka tsela ya eleketoroniki. Ka ntlha ya seo, thutopatlisiso eno e beile pholisi ya go ithuta ka tsela ya eleketoroniki le tlhabololo ya baporofesenale ba thuto jaaka karolo ya botlhokwa ya maitshimololelo a go ithuta ka tsela ya eleketoroniki.Ph. D. (Education)Educational Studie
The prevalence of anemia among under five children at a public hospital in the Kingdom of Eswatini
No full textThe purpose of this quantitative study was to determine the prevalence of anemia among
children under the age of five at a public hospital at Mbabane in the Kingdom of Eswatini.
The study used a cross-sectional design. The target population of the study were full
blood count (FBC) results of blood samples taken from children under the age of five at
the public hospital laboratory in Mbabane. A stratified random sampling method was used
to sample 400 full blood count results of blood samples. All authorised full blood count
results were extracted from the laboratory information system (LIS). Descriptive statistics
was used to analyse the generated data and the results were presented in tables and bar
graphs. Data coding was used to ensure confidentiality and traceability. This study
accounts for 45.75% (CI; 40.87% - 50.63%, p<0.482) prevalence of anemia among
children under the age of five at a public hospital in Mbabane in the Kingdom of Eswatini.
From the findings of the study, it is recommended that the control of anemia should be
considered as an urgent national concern.M.P.H.Health Studie
Open distance e-learning lecturers' design and use of formative assessment to enhance teaching and learning
No full textText in English with summaries in VendaThis study explored how Open Distance e-Learning lecturers design and use formative assessment to enhance teaching and learning in South Africa. The researcher adopted the qualitative method design to collect qualitative data through semi-structured interviews and document analysis. Integrated theories with a qualitative case study and an interpretivist paradigm underpin this study. The non-probability sampling technique was employed to select the study participants, eight lecturers from the University of South Africa (UNISA). Qualitative data analysis, employing a thematic analysis to code the qualitative data, was used in this research.
The research revealed that, for lecturers to be efficient in designing and using formative assessments to enhance teaching and learning, they need to possess knowledge of designing formative assessments, as well as technological skills to improve their use. The study found that most junior lecturers were unfamiliar with the University's assessment policy. Despite knowing the difference between formative assessment and assignments, participants failed to employ formative assessment in their modules and opted to consider tutorial-letter assignments as a means of formative assessment. Many challenges were raised as obstacles to using formative assessments, including a large number of students per module and students' lack of partic ipation in activities posted online, due to poor Connectivism. To some lecturers, large classes failed to give students constructive feedback. Furthermore, the findings revealed that most lecturers are not trained in designing formative assessments for students with learning disabilities. The study concluded that, to a varying extent, formative assessments, despite having sufficient scholarly value to make them essential for self-regulatory learning in OdeL, were not entirely effective in promoting teaching and learning amongst the participant lecturers. Based on the findings, the study recommends continuous professional development for lecturers to promote their understanding of assessment policy. There is also a demand for lecturers to receive training on designing inclusive formative assessments to accommodate students with learning disabilities. Lecturers' inexpert use of technology to design and post formative assessments poses a serious concern and requires urgent continuous professional development. Lastly, lecturers are concerned about workload, and university management should consider reducing large classes and lecturer workload as both of these factors hinder lecturers in their task of providing constructive feedback to students.Ngudo heyi yo wanulusa uri vhagudisi vha u Gudisa vha u Kule kha Lubuvhisia vha bveledzisa hani na u shumisa ndingo ya samethivi u khwinisa u funza na u guda Afrika Tshipembe. Mutodisisi o shumisa nyolo ya ngona ya khwalithethivi u kuvhanganya data ya khwalithethivi nga kha inthaviwu dza mbudziso dzo dzudzanywaho na musaukanyo wa manwalo. Thiori dzo tanganelanaho na ngudo ya khwalithathivi na ngoho yo disendekaho nga tshenzhemo u tikedza ngudo iyi. Thekhiniki ya tsumbonanguludzwa hu songo sedzwa khonadzeo yo shumiswaho u nanga vhadzheneli vha ngudo, vhagudisi vha malo u bva Yunivesithi ya Afrika Tshipembe (UNISA). Musaukanyo wa data ya khwalithethivi, hu tshi shumiswa musaukanyo wa thero u khouda data ya khwalithethivi, zwo shumiswa kha thodisiso heyi. Thodisiso heyi yo wanulusa uri, uri vhagudisi vha kone u bveledza na u shumisa ndingo ya fomathivi u khwinisa u guda na u funza, vha toda u vha na ndivho ya u bveledza ndingo dza fomathivi, na zwikili zwa thekhinolodzhi u khwinisa kushumisele kwavho. Ngudo yo wanulusa uri vhunzhi ha vhagudisi vhatuku vho vha vha sa divhi mbekanyamaitele ya ndingo ya Yunivesithi. Naho vha tshi divha phambano vhukati ha ndingo ya fomathivi na asainimenthe, vhadzheneli vho kundelwa u shumisa ndingo dza fomathivi kha mimodulu yavho vha nanga u dzhiela ntha asainimenthe dza linwalo la thuthoriala sa ndila ya ndingo ya fomathivi. Khaedu nnzhi dzo dzhiwa sa zwithithisi u shumisa ndingo dzo fomathivi, hu tshi katela tshivhalo tshinzhi tsha matshudeni nga modulu na uri matshudeni vha sa sheli mulenzhe kha mishumo yo phosithiwaho kha lubuvhisia, nga nthani ha Vhutumani vhu si ha vhudi. Kha vhanwe vhagudisi, kilasi khulwane dzo kundelwa u netshedza themendelo dza u fhata. U isa phanda nga u ralo, mawanwa o dzumbulula uri vhunzhi ha vhagudisi a vho ngo gudiswa u bveledza ndingo dza fomathivi dza matshudeni vha re na vhuholefhali. Ngudo yo pendela uri kha nyimele dzo fhambanaho, ndingo dza fomathivi, naho hu na ndeme dza vhoradzipfunzo dzi teaho uri dzi vhe dza ndeme kha u dilanga u guda kha OdeL, dzo vha dza dzi songo tea tshothe u tutuwedza u funza na u guda vhukati ha vhagudisi vho dzhenelaho.. Zwo disendeka nga mawanwa, ngudo yo themendela mveledziso ya phurofeshinala ya tshifhinga tshothe kha vhagudisi u tutuwedza kupfesesele kwavho kwa mbekanyamaitele ya ndingo. Hu dovha ha vha na thodea kha vhagudisi u wana vhugudisi nga ha u bveledza ndingo dza fomathivi dzo tanganelaho u katela matshudeni vha re na vhuholefhali ha u guda. Vhagudisi vho vha vha si na vhukoni ha u shumisa thekhinolodzhi ha u bveledza na nga murahu ha ndingo dza fomathivi zwo disa mbilaelo khulwane na u toda mveledziso ya shishi ya phurofeshinala ya tshifhinga tshothe. Tsha u fhedzisela, vhagudisi vha vhilaedzwa nga ha vhunzhi ha mushumo, na uri ndangulo ya yunivesithi i tea u dzhiela ntha u fhungudza vhuhulu ha kilasi na vhunzhi ha mushumo wa vhagudisi sa musi zwitaluli izwi zwivhili zwi tshi thithisa vhagudisi kha mushumo wavho wa u netshedza matshudeni themendelo dza u fhata.M. Ed. (Open Distance Learning)College of Educatio
Guidelines to sustain nutritional status of patients on cervical cancer therapy in Ethiopia
No full textCervicalcancer is the third most common canceramong women worldwide, andthe second most common cancer among women in developing countries. The nutritional status of cervical cancers patients therefore became important in determining treatment outcomes, requiring healthcare providers to follow up and assess each cervical cancer patient’s nutritionalstatus and nutrition care plan to provide quality patient care and enhance patient outcomes. The purpose of this study was to develop standard guidelines to sustain the nutritional status of patients on cervical cancer therapy in Ethiopia. The research was conducted in four phases.In the first phase, a quantitative, retrospective,and prospective cohort study design was applied to identify the survival rate and nutritional experiences of cervical cancer patients, guided by the theory of planned behaviour (TPB). Phase 2entailed the analysis and interpretation of findings fromPhase1;1094 cervical cancer patient records met the inclusion criteria and were retrieved for data capturing. Ultimately,175 patients were included as study participants tocomplete the questionnaires. Phase 3 involved the interpretation of data and the integration thereof with literature available on guideline development.The study’sfindings revealed nutritional challenges such as treatment-related side effects (including a loss of appetite and nausea)contributeto decreased food intake and weight loss.It was also identified that many factors influence cervical cancer patients’ health outcomesand the TPBhave played an underlying role in exploring the inhibiters of healthy eating, support from healthcare providers,and support fromimportant others towards healthy eating behaviour. The theory assistedthe researcherin understanding the support required from healthcare providers to promote patients’ health eatingbehaviour. Developing short and long-term care plans in areas such as nutritional management, including nutritional screening, nutritional assessment, nutritional and psychosocial support that can improve patient outcomes while the patient is under the direct care of the healthcare team is needed. Seven expert panellists participated in the e-Delph technique in Phase 4 to validate the developed standard guidelinesto sustain the nutritional status of cervical cancer patients on therapy. The guidelinesareintended to primarily support the Ministry of Health (MOH) and policymakers interestedin developing or strengthening national cancer treatment, by implementing a guideline to sustain the nutritional status of cervical cancer patients on therapy in Ethiopia.Health Studie
Realities of fabricating nanomaterials: past, present and future prospects
No full textCollege of Engineering, Science and Technolog
Developing a demand management framework in the public sector: the case of Gauteng Department of Health
No full textThe study examined demand management practices within the South African public sector. Demand management plays a crucial role in implementing service delivery programmes and the achievement of socioeconomic imperatives in the South African public sector. However, demand management practices have not been optimally implemented within the South African public sector, negatively influencing public service delivery. The research study was designed to employ a combination of exploratory and descriptive research, using a mixed method approach based on a survey of demand management practitioners in the Gauteng Department of Health. A structured questionnaire was administered to demand management practitioners who were selected using simple random sampling. Descriptive statistics using the software SPSS version 27.0 was used to analyse and provide the descriptive analysis results.
The results of the study revealed that, in general, demand management practices were being adequately implemented in the Gauteng Department of Health. Based on the analyses of the three constructs (demand management practices, compliance to the SCM policies and regulations, alignment of demand planning to strategic objectives and budgeting); the results revealed the adequate implementation of demand planning, compliance to SCM policies and regulations and alignment between demand planning, strategic objectives and budgeting. The study, however, revealed challenges in the implementation of demand management in some public sector entities in the South African public sector. The study is significant because it provided a demand management framework to enable the efficient implementation of demand management in the South African public sector. By so doing, the research contributed to the body of knowledge.D. Phil. (Management Studies)Business Managemen
A social analysis of gamified information systems
No full textGamification is broadly defined as the use of game elements (for example, points, rewards and
competition) in non-game settings like education, business and government. In information
systems (IS) teaching and learning, gamification should be considered for enhancing students’
motivation, increasing their engagement and stimulating their participation. However, there is a
limited understanding of the social and cultural dynamics that affect student participation and the
adoption of gamification to heighten their motivation for IS learning. Although games are near universal phenomena, they are fundamentally grounded in the ideologies of the Global North.
Subsequently, games often have oppressive qualities that socially exclude students situated in
indigenous settings.
I used social cognitive theory as a theoretical lens through which to understand the complex social
and cultural dynamics that emerge from experiential learning. In collaboration with student
participants and two lecturer participants, I deployed action research as a methodology to construct
knowledge of action learning through game-based technologies. I used qualitative data collection
methods that entail extensive study of the literature, coupled with field notes, semi-structured
interviews and focus groups. In addition, informed grounded theory was used to analyse the
collected data. In this study, I particularly engage in IS theorising to build and make a theoretical,
methodological and practical contribution to the IS body of knowledge.
I conclude that for gamification to become a viable strategy in addressing concerns related to
indigeneity as well as to heighten student motivation for IS learning requires students to design
their own gamification technologies. I specifically argue for the enactment of technical conviviality
in the design of student-led gamification technology. In an effort to break away from the oppressive
status quo in software design, technical conviviality advances the idea that personal ethical,
cultural and social values must be at the center of software design. I synthesized action learning.
and design science research to guide students through the process of designing a convivial
information system.D. Phil. (Information Systems)School of Computin
Enhancement of transition metal-based supercapacitor materials for improved performance
Get PDFIn this research work, metal-doped MoS2 of Cobalt and Manganese (Co-MoS2 and Mn-MoS2) nanocomposites of different ratios of dopant concentrations were synthesized with a facile hydrothermal technique. The samples were characterized using various instruments to elucidate the properties and novelties of the prepared nanomaterials and likewise to establish their supercapacitive suitability for energy storage devices.
The bibliometric evaluation of the development of literary works involving supercapacitor devices since the use of MoS2 as the active materials in energy storage (Supercapacitor) was performed. The bibliometric analysis of the studied materials gives us perspectives on the strengths and weaknesses of the materials, which enable us to identify the area of focus and the targeted publication outlets.
The Co-MoS2 electrode materials (CMS1 and CMS3) were electrochemically evaluated for their energy storage performance, the materials exhibit specific capacitances of 164 and 146 Fg-1 at 1 Ag-1 for the working electrodes, respectively. Also, the energy densities of 3.67 and 2.05 Wh/kg with power densities of 3279.97 and 2960.26 W/kg were calculated for both electrode materials, respectively. While the electrochemical performance of the Mn-doped MoS2 electrode material showed a pseudo-capacitive behavior, with a specific capacitance of 70.37 Fg−1, and with a corresponding energy density of 3.14 Whkg−1 and a power density of 4346.35 Wkg−1. The general obtained results show that the electrode materials were well prepared and the enhancement of MoS2 properties is achievable with the transition metal composites. These improved properties of MoS2 composites showing the suitability of the nanomaterials for the energy storage applications have been explained in this work with possible future works recommended in the report.D. Phil. (Physics)Physic