South Africa is a water-scarce country (Otieno and Ochieng, 2004; Wassung, 2010). The current sanitation system mostly used in South African urban areas depends on extensive use of water in a form of flush toilets. The housing sector in major cities is continuously growing and this is putting a strain on water services. The government has explored a range of sanitation technologies including waterborne, the Ventilated Improved (VIP) toilet and ecological sanitation (widely known as ecosan) in a form of a urine diversion dry (UDD) toilet. The latter provides a reasonable solution to the current sanitation challenge. This study explores the perceptions of the users of the UDD toilets installed in the medium density mixed housing development of Hull Street in Kimberley. Understanding the users’ socio-cultural perceptions of the UDD toilet will contribute to future policy making, as the information can be used to improve the future roll-out of the technology in order to make it more acceptable. The study was qualitative in nature and used a phenomenological research design. The sample size comprised 16 participants, 13 of whom were residents of the Hull Street housing project and three were employees of the Sol Plaatje Housing Company (SPHC). The sample was selected by a purposive sampling method. Semi-structured interviews were conducted to collect data for the study. The data was analysed by means of content analysis, which enabled the researcher to identify important themes for the study. The findings of the study revealed dissatisfaction regarding the use of the UDD toilet, which emanates from poor design of the toilet facility. The research was successful in identifying, inter alia, odour, uncomfortable sitting position on the toilet mainly by female users and high cost of operating and maintaining the sanitation system. Recommendations emphasise the importance of involving users in future UDD sanitation projects and educating the public at large about sustainability aspects of this sanitation technology (UDD). One of the key lessons drawn from the study is that challenges experienced by the users should be used to improve future UDD toilets.

Background: Critical-care nurses (CCN) provide end-of life (EOL) care on a daily basis as one in five patients dies while in Intensive Care Units (ICU). CCNs overcome many obstacles to perform quality EOL care for dying patients. Objectives: The purposes of this study were to collect CCNs' current suggestions for improving EOL care and determine if EOL care obstacles have changed by comparing results to data gathered in 1998. Methods: A 72-item questionnaire regarding EOL care perceptions was mailed to a national, geographically dispersed, random sample of 2,000 members of the American Association of Critical-Care Nurses. Nurses were asked for suggestions to improve EOL care. Results: Of the 509 returned questionnaires, 322 (63.3%) had 385 written suggestions for improving EOL care. Major themes identified were ensuring characteristics of a good death, improving physician communication with patients and families, adjusting nurse/patient ratios to 1:1, recognizing and avoiding futile care, increasing EOL education, physicians who are present and "on the same page," not allowing families to override patients' wishes, and the need for more support staff. When compared to data gathered 17 years previously, major themes remained the same, but in a few cases, changed in order and possible causation. Conclusion: Critical-care nurses' suggestions were similar to those recommendations from 17 years ago. Although the order of importance changed minimally, the number of similar themes indicated obstacles to providing EOL care to dying ICU patients continue to exist over time.

The present study aims to identify what viewer perceptions individuals have regarding fathers in television dramas. Framed through uses and gratifications theory and executed through the grounded theory method, 12 participants were interviewed. After analysis, findings revealed that although participants say that general perceptions of fathers on TV are negative, they have seen personally the diversity and variety of father portrayals in their favorite television dramas. Additionally, the realism of the TV dramas and characters influence the relatability to both the father figures and other characters in the show. This relatability, in turn, influences the likeability and loyalty to the TV drama. Such findings imply that negative portrayals are more often and more strongly remembered among television viewers. Likewise, because of the popularity in relatable characters, television networks and producers could have the chance to increase their viewership by including a variety of identifiable characters, especially fathers, within their TV dramas. Four major perceptions emerged from the data and inform the significance of this study. These four perceptions were that fathers in TV dramas were perceived more positively than TV sitcom fathers, fathers in TV dramas are perceived as the "flawed hero," fathers in TV dramas are perceived as a prompt for discussion, and lastly, fathers from TV dramas are perceived as someone who is worthy of emulation.

The purpose of this quantitative correlational study was to determine whether there is a significant relationship between teacher perceptions of administrator leadership focus and student growth in reading and mathematics for elementary and middle schools in nine school systems located in northeast Tennessee during the 2012-2013 academic year. Specifically, this study was an analysis of the leadership focuses of trust and respect, collaboration, shared leadership, data use and analysis. All data were collected through public online databases. Teacher perceptions of administrator leadership focus were gathered from the Tennessee Teaching, Empowering, Leading, and Learning (TELL) Survey and data on student growth in reading and mathematics was collected from Tennessee Value-Added Assessment System (TVAAS). The analysis of data was constructed from 75 schools in nine school districts located in northeast Tennessee that educate students in any grade spans ranging from fourth to eighth grades. The research revealed that the relationship between teacher perception of administrator leadership focus in the areas of trust and respect, shared leadership, and data use and analysis and student growth in both reading and mathematics were not statically significant. Additionally, The results of the correlations for teacher perception of leadership providing opportunities for collaboration and student growth in reading and mathematics yielded different results. There was not a significant relationship between teacher perception of leadership providing opportunities for collaboration and student growth in reading. However, there was a significant relationship between teacher’s perception of leadership providing opportunities for collaboration and student growth in mathematics.

A sample of recruits attending the East Tennessee Regional Law Enforcement Academy were surveyed about attitudes relating to a variety of topics, including their perceived role as police officers, domestic violence, its victims, perpetrators, and police interactions with domestic violence. The recruits completed the survey during their first week at the academy. The recruits completed the identical survey on the last week of academy training. No significant change in attitudes were found following the completion of the Regional Law Enforcement Academy training program. Conclusively, the results of this study show that the training provided at the East Tennessee Regional Law Enforcement Academy does not significantly change the attitudes and perceptions of the recruits toward domestic violence.

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In a search to discover effective means of reversing the marginalization in the field of physical education (PE), researchers have been studying exceptional PE programs that have not only broken down the growth-impeding barriers formed by changes in education, but have also successfully and consistently prevented new program barriers from developing. One such PE program, located in the southwestern United States, has been identified in former studies as having achieved and sustained Systemic Success in Physical Education (SSPE) for over four decades. Embedded in the SSPE model that this district uses to maintain dynamic growth and program sustainability are advocacy practices required of the PE practitioners for the purpose of obtaining and upholding the necessary support needed for program stability. The purpose of this qualitative follow-up study was to examine three things: (a) parent perceptions of this district-wide elementary PE program, (b) the advocacy strategies used by the physical education practitioners and (c) which factors parents believe most shape their perception of the program. Twenty parents from five different school that bridge the demographic make-up of the district were interviewed along with four teachers in the district, the PE district coordinator, and a Physical Education Teaching Education (PETE) professor from the partnering university for the purpose of triangulation to avoid researcher bias. The Inductive Content Analysis was used to create themes and subthemes until saturation. The results of this study provide valuable insight into the benefits of regular program advocacy and strategies which may be most beneficial in acquiring the support needed to construct and retain a fruitful and resilient program. The following six themes emerged from the data that represent the top factors that parents reported influence their perceptions of the PE program: (a) student enjoyment, (b) teacher passion, (c) teacher involvement and presence outside of the PE class, (d) teacher-to-parent communication, (e) program transparency, (f) and a well-structured and organized program. Researchers found the following key implications as the most important and beneficial take-aways from this study. Building strong relationships with parents helps parents better appreciate the intentions of the teacher and her goals for their children. The process of building effective relationships includes developing ample open channels of communication. Through these channels, teachers will strengthen parent connections by providing plenty of information regarding their children. This information should not only include what their child will be learning and when, and what information is needed to help their child be best prepared for what is to come; it should also include feedback about the progress of their child, particularly positive feedback. This pleasant form of communication is always welcomed and appreciated by parents, but is most beneficial early on because it opens the ears and hearts of parents straightaway. However, in order to win someone's heart, trust must be present, and one of the best ways to gain the trust of others is through transparency. When it is evident to parents that teachers believe enough in their program to make it open and available to the parents at all times, and proud enough of their curriculum to invite them to come see what it contains, parents trust that the teachers have nothing to hide and assume good things are happening. Taken even a step further, when teachers invite parents to be a part of the lessons, events, and activities, parents tend to acquire a sense of ownership; and it is very difficult to feel a part of something great and not provide loyalty and support in some way. Since such relationships, communication, and powerful programs that merit transparency take plenty of effort, passion, and time to develop, many PE teachers may question how one can manage such a feat and still accomplish all of the additional tasks most physical educators must endure as they attempt to break down common barriers that continually hinder their progress. They don't—at least not in this district. Many of these overwhelming responsibilities are nonexistent in the SSPE model due to the existence of a proficient and effective full-time district PE coordinator. Besides relieving the PE teachers of common overwhelming loads and program barriers, the district PE coordinator also heightens teacher effectiveness and motivation by holding them accountable and providing them with the ongoing professional development and support needed to win the hearts of the community through regular program advocacy practices. This alleviation provided by the district PE coordinator allows teachers to focus on what should be their top priorities: teaching and advocacy. Apparently, the existence of this crucial role makes an enormous difference in the program's success and sustainability.

Thesis (M.Dev.) -- University of Limpopo, 2018. / Violence against women has been one of the critical concerns in South Africa. To stop violence against women we need to understand how the specific society views and perceives such violence. Then we can introduce effective and efficient strategy to tackle the problem. Literature reviews pointed out the nature of violence against women, the causes and the effects and also the communities’ perceptions on violence against women and the policies or strategies to reduce violence against violence. The study aimed at exploring local community perception on violence against women in Dan village. Qualitative study were conducted using individual interviews and focus group discussions with traditional leaders/ indunas, community policing forums, ward committees, civic organisations and community members of Dan village. A purposing sampling was used to obtain 11community leaders and 34 community representatives from the area. Qualitative content analysis technique was used to analyse the qualitative data collected. The findings revealed the increasing level of violence against women in the study area. The local leaders and authorities response to violence against women seems inadequate in the area. Violence in the area takes the form of physical, sexual, emotional and economical abuses on women. Violence against women committed by people who are very close to victims, including their husbands and family members. The study reveals that major causes of violence were jealousy and alcohol and drug abuse. It is recommended that rural women empowerment should be prioritised to equip them with education and skills, improved social and health facilities, access to micro-credits and job opportunities. It is further recommended that collaboration and networks among local actors needs to be strengthen to address alcohol and drug abuses, criminal gangsters and to create more awareness campaigns on violence against women.

Review of Not Your Ordinary Librarian: Debunking the Popular Perceptions of Librarians.

This essay discusses children's spontaneous exploration of the written language. The aims is toinvestigates preschool teachers perception of supporting children in the spontaneous exploration ofthe written language. The reason we want to find out preschool teachers perception is due to what wefound out in the previous research, which shows that the interaction between educators and childrenaffects how students perform. The method used is qualitative which was a semi-structured interview.We also did a short observation where we looked at how the written language was visible in theenvironment. We used this as a basis to one of the questions in the interview. The result and analysisof this essay shows that the teachers in this study perceive that many factors matters when theyshould support children in their exploration of the written language. Teachers perceive that theirapproach o and their design of the environment is main factors when it comes to their supporting ofchildren's’'s spontaneous exploration of the written language. Teachers perceive that their approachand their design of the environment is main factors when it comes to their supporting of children's’'sspontaneous exploration of the written language / <p>Godkännande datum: 2019-06-07</p>