The case fatality rate for malnutrition at St Barnabas Hospital over the past years has been around 38%. The rates in other district hospitals in the Eastern Cape province were found to be in excess of 30%. In June 2000, the Eastern Cape Department of Health introduced a protocol for in-patient management of children with severe malnutrition, with the aim of reducing case fatality rate below 10%. St Barnabas Hospital introduced the Eastern Cape protocol in August 2003. An evaluation was done in November 2003 to assess the protocol's impact on the case fatality rate. The rate remained high, at 37.5%. This study descibed the current practices and attitudes of the nurses as St Barnabas Hospital paediatric ward, in the management of severely malnourished childen.

The case fatality rate for malnutrition at St Barnabas Hospital over the past years has been around 38%. The rates in other district hospitals in the Eastern Cape province were found to be in excess of 30%. In June 2000, the Eastern Cape Department of Health introduced a protocol for in-patient management of children with severe malnutrition, with the aim of reducing case fatality rate below 10%. St Barnabas Hospital introduced the Eastern Cape protocol in August 2003. An evaluation was done in November 2003 to assess the protocol's impact on the case fatality rate. The rate remained high, at 37.5%. This study descibed the current practices and attitudes of the nurses as St Barnabas Hospital paediatric ward, in the management of severely malnourished childen.

Submitted in fulfillment of the requirements of the Master of Applied Science in Food and Nutrition, Durban University of Technology, Durban, South Africa, 2016. / Introduction: South Africa, like many other developing countries, is challenged by malnutrition among children. Globally, the nutritional status of children is a cause for great concern. The nutritional shift towards diets laden with sugar, fat and salt contribute towards the burden of non-communicable diseases (NCDs). Snacking plays a pivotal role in the diets of children; however, the consumption of unhealthy snacks or ‘junk’ food poses a serious risk to a child’s nutritional well-being. Moringa oleifera was selected for snack food development in this study, as this plant is a significant source of nutrients. Aim: The aim of this study was to determine the snacking preferences of children (grades 4-7 in four schools in Verulam, KwaZulu-Natal (KZN), South Africa, in order to develop a sensory acceptable snack enhanced with Moringa oleifera. Methodology: Two hundred primary school children between grades 4-7 were selected through stratified random sampling of schools in Verulam, KZN, South Africa through informed consent to participate in this study. In addition, ten parents/caregivers formed part of the preliminary study to determine the snacking habits of children in the selected grades. This information was reported in the form of themes. A Snack Food Frequency Questionnaire (SFFQ) was administered to children for the sole purpose of determining snacking preferences. This was supplemented by an observational study to assist with identifying the most frequent tuck shop purchases. Thereafter, once the top three snack items were identified, the main study continued with the development of a healthy snack, through three cooking trials before an appropriate product was developed. The final product was made using three different amounts of dried Moringa leaves (1g Moringa, 2g Moringa and 3g Moringa per 22g portion) in a maize chip. The developed product was then subjected to nutrient testing in order to determine the vitamin A, zinc, iron and calcium content of the three different variants. The carbohydrate, fat, energy and sodium values were calculated by using the Association of Official Analytical Chemists (AOAC) International standardised methods. Microbiological and shelf life testing were also conducted to ensure the chips were safe for human consumption. Consumer acceptance sensory evaluation was conducted among the children (n=100) to determine the most preferred amount of Moringa leaf in the snack food item (either 1g of Moringa or 2g Moringa). To determine which of the two variants (sample 1 containing 1g of Moringa and sample 2 containing 2g Moringa) was preferred, two variants of the product were sampled by the participants; samples were coded in order to prevent bias. Results: Overall, the results from the focus group study revealed that children consumed snacks frequently and were given money regularly to purchase snack items from the school tuck shop. Price was a trend noted in factors that affect snack selection. The parents/caregivers responded positively towards purchasing a snack that was nutrient-rich. However, it was noted that the price should be reasonable. Results of the SFFQ indicated that the most popular snack items were chips, cold drinks and sweets; therefore these items were reviewed to determine the most viable option for further development. It was decided by the researcher and the supervisor that chips would be the snack item enhanced with three different amounts of Moringa. The consumer acceptance sensory evaluation comprised two chip samples (123 and ABC). The results of the consumer acceptance sensory evaluation showed that sample ABC (2g Moringa/22g serving) was preferred to sample 123 (1g Moringa/22g serving) for most of the sensory attributes (taste and texture). The Moringa chips (both samples) contain almost half the amount of sodium (52.8mg) when compared to a popular corn chip brand (100mg). Moringa chips contained almost less than 1 gram of fat compared to 8 grams of fat found in the corn chips children usually consume. One portion (22g) of the Moringa chips contributes a significant amount of non-haem iron (57.89%, 48.25% and 35.61% for sample 1, 2 and 3 respectively) for females aged between 9-13 years old. Conclusion: Moringa chips (2g/22g serving) received a positive response from children in the sample population. The use of indigenous plants such as Moringa, could be beneficial in food based strategies aimed at addressing malnutrition. Recommendations: This study concluded that food based strategies such as the development of the Moringa chips, should be considered as a means to create a healthy option for children in low socio-economic schools. / M

Thesis (MNutr (Human Nutrition))--Stellenbosch University, 2008. / There is convincing evidence linking school feeding to improved educational outcomes. The Primary School Nutrition Programme (PSNP) was first implemented in 1994 and aimed to improve educational outcomes by alleviating short-term hunger and improving school attendance and punctuality. Responsibility for the programme was transferred from the Department of Health (DoH) to the Department of Education (DoE) in 2004 and the name was changed to the National School Nutrition Programme (NSNP) at this time. Previous evaluations of the PSNP / NSNP had reported problems associated with foodservice management and general management aspects of the programme. The study was a cross-sectional, observational investigation of foodservice management and general management practices in primary schools running the National School Nutrition Programme (NSNP) in Pietermaritzburg, KwaZulu-Natal. Twenty-three schools were visited to investigate practices at each school relating to compliance with DoE menus and prescribed service time of the meal, the food delivery system and utilities available. The food handling and hygiene training and practices and general management practices linked to the NSNP were investigated. Most of the schools (78%) were using the DoE menus but only half (52%) served the meal at or before 10h00, which is an ongoing problem. Receiving and storage procedures were adequate at most schools. Food quality does not appear to be a problem in the Pietermaritzburg schools. The lack of expiry dates on food packages remains a problem area and should be addressed. Most of the schools had a designated kitchen area but these facilities could be upgraded. Most schools cooked on gas and 35% of schools had no running water in the kitchen. Kitchens should, at least, have hot and cold running water and adequate working space. Most schools reported that they run out of gas during the month. The monthly DoE allocation for gas should be reviewed to ensure schools have enough gas for the whole month. The holding time for cooked food should be kept to a minimum to minimise the risk of food poisoning. Some schools had insufficient plates (26%) and cutlery (35%). Standardised portion sizes were served at 70% of schools and food handlers reported that learners usually finish all the food. Food handlers at 70% of the schools had received training in food safety and hygiene but 26% of these had only received training once. Training was found to be significantly associated with hand washing (p=0.002), clean uniforms (p=0.036) iv and sanitising practices (p=0.035). Training should be provided in short, ongoing sessions. General management aspects of the NSNP remain a problem. Policies and procedures should be drawn up and implemented to provide a minimum standard of operations at schools. Monitoring should be conducted on a regular basis. The NSNP is running reasonably well in Pietermaritzburg. Adhering to prescribed meal times and upgrading kitchen facilities could result in improvements. Food handler training could also be conducted more frequently. General management aspects need to be improved.

This study attempted to ascertain whether the under-representation of black, disadvantaged learners with cerebral palsy in biology and related careers is linked in any way to the method and content of teaching and learning in special education. In addition this study also attempted to identify and uncover the barriers that prevent learners with cerebral palsy from pursuing careers in science and technology related professions.

M.A. / The street child phenomenon is a world-wide phenomenon. However ; it is perceived to be most prominent in third world countries as compared to first world countries. The main issue is that children are forced to leave the comfort or discomfort of their homes to live on the street. This results from a number of factors. According to Schurink and Tiba in Schurink (1993:10), an extensive literature study revealed the following key factors: rapid urbanization, high rates of unemployment, poverty, inadequate housing, maladjustment to family disintegration. According to Maphatane (1993:1), today's children and youngsters face many problems and pressures arising from the changing structure of the family and the community and the breaking down of traditional systems of support and preparations for adult life. The emergence of the street child phenomenon results from poor soci-economic and political conditions. For instance according to Agnelli , as cited by Schurink (1993:13), the roots of the present clay street child phenomenon seem to lie in the historical context of economic conditions and in national and international policies accepted by various countries.

M.Ed. (Educational Psychology) / In this study an attempt was made to ascertain if there Is a difference In personality traits between behaviorally handicapped children from Intact homes and behaviorally handicapped children from divorced homes. In South-Africa one out of every two marriages tend to end up In divorce. Divorce has a negative Influence on children and more children from divorced homes show deviant behaviour and are failures at school, than children from Intact homes. Boys are more adversely affected by divorce than girls ...

This study attempted to ascertain whether the under-representation of black, disadvantaged learners with cerebral palsy in biology and related careers is linked in any way to the method and content of teaching and learning in special education. In addition this study also attempted to identify and uncover the barriers that prevent learners with cerebral palsy from pursuing careers in science and technology related professions.

M. Ed. (Education Management) / Schools for Specialisted Education cater for pupils who suffer from a wide range of disabilities. At these schools the staff component is diverse in order to cater for all the needs of the pupils. Because of the diversity of staff members, which include teaching staff, therapists, nursing staff, hostel staff, administrative staff etcetera, special care must be taken to address the staff development needs of all staff members. The purpose of this study therefore had two main objectives, namely : (1) To do a survey and establish exactly what is being done in practice regarding staff development at schools for Cerebral Palsied and Learning Disabled. (2) To draw up guidelines to assist principals when planning their annual staff development and in-service training programme. It was found that very few schools for Specialised Education plan specifically for the needs of a diverse staff, but rather include topics that will interest most staff members as a group. Staff members also expressed the need to be included in the planning stages to ensure that their needs are addressed and that they are empowered to perform their tasks to the best of their ability. After a general overview of the essence of any staff development programme, more specific guidelines are given to assist principals of schools for Specialised Education and schools for Cerebral Palsied and Learning Disabled in particular.

M.A. (Psychology) / Attention Deficit Hyperactivity Disorder (ADHD) is now recognised as the most common neurobehavioral disorder of childhood, affecting children from their earliest infancy through school and into adult life. (Shaywitz and Shaywitz 1991). It is prevalent in both clinical and normal populations and consensus ofopinion seems to be that approximately 3% to 5% of the childhood population has ADHD.( Barkley 1990) The impact that this disorder has on the child and his immediate world cannot be underestimated, nor can the reciprocal basis to these behaviours be ignored. While the basic contention of this paper is that ADHD has a strong biological/hereditary basis to its development, nevertheless account must be taken ofthe impact of the child's behaviour on his surrounding world, and the impact again in turn ofthat world on the child's behaviour. In this reciprocal interaction between the child and the world, definitional problems arise wherein those diagnosed with ADHD do not consistently show hyperactivity.