Background: Comprehensive oral care is an evidence-based, cost effective, essential routine nursing intervention that nurses ought to provide with good knowledge/understanding as it prevents and controls nosocomial infections especially Ventilator Associated Pneumonia (VAP) that is associated with increased morbidity and mortality in critically ill patients in Intensive Care Units (ICU). Aim of study: To determine ICU nurses’ knowledge, describe their practices and identify their perceptions regarding comprehensive oral health care to critically ill patients in order to refine or develop evidence based oral care protocol. Methods: A quantitative approach with a descriptive, exploratory survey was used for this study. A non probability convenience sample of thirty-four (34) ICU nurses from two public referral hospitals participated in this study. A questionnaire with a combination of open and closed ended questions was used to collect data on comprehensive oral care to critically ill patients. Results Thirty-four nurses responded to the questionnaire (response rate 89%). Only 18% (n=6) were knowledgeable about important aspects of oral care, while the majority, 82% (n=28) lacked knowledge on important aspects of oral care. Fifty-nine percent (59%) n=20 had received training on comprehensive oral care at basic nursing training and 44% (n=15) had orientation at unit level. Ninety-seven percent (97%) n=33 of the participants requested further updates on comprehensive oral care. No significant relationships were found between nurses’ demographic characteristics and knowledge of comprehensive oral care. All (100%) n=34 of nurses gave oral care a high priority and 91% ranked it very important for critically ill patients. Toothbrushes and toothpaste were used by 85% (n=29) of nurses and only 50% (n=17) used mouthwashes. The reason for non- use of mouthwashes was lack of supplies and not having been foreseen in unit protocol although neither of the units had an oral care protocol in place. / Thesis (M.N.)-University of KwaZulu-Natal, Durban, 2011.

The focus of this research study is to determine teacher's perceptions on Total Quality Management(TQM) in secondary schools in the Lobatse area, Kanye area and the South East District of Botswana. Lobatse is an urban area and this research was carried out in all the secondary schools of the town, whilst Ramotswa and Kanye are peri-urban areas. The schools in which this research was carried out consist of both Junior secondary schools and Senior secondary schools. TQM basically means conscious improvement, in this context on matters of education. Only well managed schools can provide quality education and "managed education" means quality education. School facilities, teachers, the principal, the students, learning materials, teaching methods, assessment and technology, forms the base in educational success in all comers of the global village. Therefore for the success of any form of education to be a reality, the above measures should always be available. A survey in the form of a questionnaire was carried out with the intention to get views from teachers form the locations mentioned above as samples. The perceptions are not radical from each other in general on matters pertaining to how education is administered generally in Botswana. However it is worth noting that to come up with a broad outline on important views from teachers, the questionnaire was systematically broken into subtopics each dealing with a specific area of interest in the profession. Those ranged from the biographical and demographical data that include among others ;gender, age category, school Location, school enrolment, academic qualifications among others. The study also dealt with all the measures that inculcate TQM as a tool to improve effectiveness, productivity and performance, the role of school management in the improvement of quality education, Total Quality Management principles and implementation of Total Quality Management in schools. Total Quality Management is also equated to Work Improvement Teams(WITs) and the Performance Management Systems(PMS).In this a strong academic relationship was realized since all theses programmes emphasize efficiency and productivity at workplace. If there is any difference among the three the there is a thin line of that hence the different ways they have been coined. Under Qualitative data, teachers were given a form to jot down their views and perceptions about Total Quality Management. This is a more open portion and views ranged from worries and concerns about the conditions of service that ranged from matters of accommodation, salaries and advancement in education like being sent for further education and being sent for courses to update themselves with the latest technology needs so as to increase accessibility of information in the process of teaching and learning in the classroom. Over and above other factors the research was a great success. / (M.Ed.) North-West University, Mafikeng Campus, 2004

The researcher intended to establish the types of student disciplinary problems in Gaborone Community Junior Secondary Schools as well as ways of combating these problems. The opening chapter states the problem, purpose of study and also provides background to the problem. Data was collected from teachers and the students using questionnaires. All in all sixty (60) subjects were used to collect data. The other chapter that has substantially enriched the project is chapter two. The third chapter explains the methodology used in this research study. Chapter four is about data presentation, analysis and interpretation and lastly the recommendations, which close this study, arc provided to help the authorities. The research shows that theft is a major student disciplinary problem in Community Junior Secondary Schools. The other disciplinary problems arc destruction of school property, disrespect to teachers, disruption of classes, drug abuse, insults, refusal to take instructions and truancy. These problems result in low academic performance, disruption of school programme, juvenile delinquency and limited or no future for these teenagers. The research shows that the major cause of these problems is peer pressure. The other factors that contribute to the disciplinary problems are poor administrative policies, lack of teachers' commitment to their work, media influence and collapse of extended family structure. / (M. Ed.) North-West University, Mafikeng Campus, 2006

(LLM) North West University, Mafikeng campus, 2005

Teilw. zugl.: Bremen, Univ., Diplomarb. / Zsfassung in dt. und engl. Sprache. - Online-Ausg. im Internet.

Techn. University, Diss., 2005--München.

Texte remanié de: Doct. th. / Glossaire. Bibliogr. p. 260-275. Index.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / The Botswana basic education program is intended to provide for equity and equality of opportunity and access to education. Every Motswana child is expected to attend school continuously up to the national mandatory tenth grade (Revised National Policy on Education, (RNPE) 1994.). Since not all children can be absorbed into senior secondary schools, examinations are used to select those who will proceed to higher education. However, some children selected to senior secondary education drop out before they complete their education cycle. Children who drop out forfeit their chances of going through a senior secondary education program, and thereby lose the opportunity to better themselves, obtain better paying jobs, or make informed contributions to the national development process. This study sought to discover reasons why some children do not complete their intended cycle of schooling. The research adopted a qualitative design in which in-depth interviews of focus groups were conducted. The main population groups interviewed were teachers, parents, senior secondary students, and school dropouts. The views obtained from the interviews were checked against documents and records of the Botswana Ministry of Education. The findings indicate that the reasons given by research subjects as causes for school dropout are consistent with those appearing on official records: pregnancy, desertion, illness, and death. However, the respondents also added four major themes of self-withdrawal or withdrawal for personal reasons, parental withdrawal, lack of transportation fees to and from classes, and lack of accommodation. The sub-themes for students who withdraw from school for personal reasons include their not seeing any value in education, thinking that the subject matter is too difficult, or being misguided by peer influence. The conclusions drawn are that the research subjects believe school dropout is an important issue that should be addressed. The suggested solution strategies include the call for effective teachers, community parenting, community-school partnership, sex education and contraception, and formulating and enforcing laws where parents and guardians will ensure that students stay in school for up to a certain age or else be liable for prosecution (enforced school age). / 2031-01-01

Public Administration and Management / (M. A.( Public Administration))

The aim of the study was to investigate the diet diversity, food access and coping strategies applied by single mothers with young children in the Northern Okavango region of Botswana. A qualitative and quantitative survey was chosen as the research design for this study. The study site was Gumare village in rural Ngamiland and the sample included only single female headed households. The questionnaires used were contextualized to reflect the culture, food patterns and specific foods commonly consumed in Botswana. Three questionnaires were used: 1. A socio- demographic questionnaire to document household size, age, marital status, income and water sources and the indigenous and wild foods that were gathered 2. The international standardized Household Dietary Diversity Score (HDDS) questionnaire to identify the variety of foods from fourteen food groups consumed by households over the previous 24 hours 3. The international standardized Coping Strategies Index (CSI) to determine the coping strategy behaviours of members of the household when faced with food shortages The socio demographic results of the study showed that female headed households had an average 7.4 members. They were seriously affected by poverty, as 58% of the households had registered under the Botswana Social Welfare programme as destitute. Therefore qualifies to be assisted through provision of food baskets and cash vouchers. The overall results obtained from the household dietary diversity questionnaire showed a diet diversity score of 2.0. This is an extremely low diet diversity value, which indicate a high level of vulnerability to food insecurity and inadequate food access. The foods which were mainly consumed by households were from the cereal food group, reflecting the global situation among the poor who rely on starch- based diets. The intake from dairy products (10%), meats (28%) and Vitamin A rich vegetables (16%) was limited. Given the limited food variety resulting in severe restriction to food access, coping strategies to address food shortages were employed. These included; relying on less preferred and less expensive food (100%), gathering wild food, hunting or harvesting immature crops (68%), limiting portion sizes (96%), reducing the number of meals eaten in the day (76%), depending on government food baskets (58%) and reducing overall food intake when the government food basket was not adequate (50%). It can be concluded that, given the restricted food access and a severely limited diversity in consumed food, extended government welfare assistance is crucial. The findings of this study could be used to guide the Botswana government when formulating new approaches and interventions to address food access and ultimately food security in households in this poverty- stricken area. / Agriculture, Animal Health and Human Ecology / M.A. (Human Ecology)