Indiana University-Purdue University Indianapolis (IUPUI) / Consistent under-reporting of autism cases by Indiana physicians to the Indiana Birth Defects and Problems Registry (IBDPR) has made quality autism-related data very difficult to obtain (Indiana Birth Defects and Problems Registry [IBDPR], 2011). As a result, the Indiana State Department of Health (ISDH) currently also utilizes data from billing information that it receives from hospital discharges. However, such cases must be investigated further because autism is often merely suspected as a possibility in the discharge data. A chart auditor must therefore review the child’s chart to determine if the condition is confirmed. Meanwhile, the Indiana Department of Education (IDOE) has a different diagnostic procedure from physicians for determining whether a student has an Autism Spectrum Disorder (ASD), which qualifies him or her for special education. A physician diagnosis of autism does not guarantee that a child will receive special education from public schools. With all of these current complications surrounding autism, announced changes in the definition of autism by the American Psychiatric Association (APA) will likely have effects on both the special education field and the public health field. There is a possibility that children who had previously received special education could cease to maintain their eligibility and may find it difficult to obtain benefits. The IDOE may find it necessary to reevaluate their criteria for determining special education eligibility. Additionally, public health officials may see the definition changes affect the number of autism cases they perceive their populations to have, thus impacting community and policy decisions. This study was performed as an attempt to investigate and compare the sources used by the IBDPR to obtain autism data, and determine whether or not the resulting data creates an accurate depiction of the autistic population of Indiana. It was also performed to speculate whether a stricter definition of autism will result in a higher quality of data for the IBDPR and a more consistent view on the disorder between the ISDH and the IDOE. Perhaps from such consistency and simpler definitions, future recorded data will more closely resemble that of reality, enabling the ISDH to utilize the IBDPR to its full extent. Using current definitions for an exploratory analysis of data from the past five years, a discrepancy clearly exists between the IBDPR and the reality of the population of Indiana.

Background Iron deficiency (ID) is the world‟s most prevalent micronutrient deficiency and predominantly affects developing countries, also South Africa. In areas with low fish consumption and high n-6 PUFA vegetable oil intake, there is a risk for having inadequate n-3 PUFA status. Both iron and n-3 PUFA play important roles in the immune response, and supplementation is a strategy to alleviate deficiencies. However, little is known about potential interactive effects between concurrent iron and n-3 PUFA supplementation on the immune system. This is also important in the context that iron supplementation may be unsafe and may increase morbidity and mortality. Aim The overall aim of this thesis was to assess the effects of iron and docosahexaenoic (DHA)/eicosapentaenoic acid (EPA) supplementation, alone and in combination, on the immune system of ID children. More specifically, these effects were investigated on the occurrence and duration of illness and school-absenteeism due to illness, peripheral blood mononuclear cell (PBMC), red blood cell (RBC) and plasma total phospholipid fatty acid composition, iron status, fatty acid-derived immune modulators and targeted PBMC gene expression. Furthermore, association of PBMC, RBC and plasma total phospholipid fatty acid composition with allergic disease, were also examined. Design In a 2-by-2 factorial, randomised, double-blind, placebo-controlled trial, South African children (n = 321, aged 6–11 y) were randomly assigned to receive oral supplements of either 1) iron (50 mg as ferrous sulphate) plus placebo; 2) DHA/EPA (420/80 mg) plus placebo; 3) iron plus DHA/EPA (420/80 mg); or 4) placebo plus placebo for 8.5 mo, four times per week. Absenteeism and illness symptoms were recorded and biochemical parameters for compliance as well as parameters fundamental to immune function were assessed at baseline and endpoint. Furthermore, in a cross-sectional design, associations of allergic disease with baseline fatty acid composition of PBMC, RBC and plasma were examined. Results The combination of iron and DHA/EPA significantly attenuated respiratory illness caused by iron supplementation. DHA/EPA supplementation alone improved respiratory symptoms at school, but increased headache-related absenteeism. DHA/EPA and iron supplementation individually tended to increase and decrease anti-inflammatory DHA and EPA-derived mediators, respectively. Furthermore the anti-inflammatory DHA-derived immune mediator, 17HDHA was higher in the DHA/EPA plus placebo and iron plus DHA/EPA groups than in the iron plus placebo group. Also, the pro-inflammatory arachidonic acid (AA)-derived modulators (5- and 15-hydroxyeicosapentaenoic acid) were significantly lower in the iron plus DHA/EPA group compared to the placebo plus placebo groups. In the study population, 27.2% of the children had allergic disease and AA in PBMC phospholipids was significantly lower in the allergic children than in the non-allergic children. In RBC phospholipids dihomo-gamma-linolenic acid (DGLA) and the ratio of DGLA: linoleic acid (LA) correlated negatively and the n-6:n-3 PUFA ratio positively with total immunoglobulin E (tIgE). Furthermore, trans-C18:1n-9, tended to be higher in the allergic group. Conclusion DHA/EPA prevented respiratory illness caused by iron supplementation and although DHA/EPA on its own reduced respiratory morbidity when the children were present at school, surprisingly it increased the likelihood of being absent with headache and fever. The biochemical findings compliment the clinical results and support previous observations about DHA/EPA supplementation to reduce inflammation, but add to the current knowledge base that a relatively high oral dose of non-haem iron modulates circulating lipid-derived immune modulators and related gene expression. Furthermore, when supplementing with iron and DHA/EPA combined, in this ID population with low fish intake, the anti-inflammatory effect of DHA/EPA is maintained concurrently with attenuation of respiratory morbidity. This finding support the notion that excess iron (probably as non-transferrin bound iron) becomes available for pathogens and is probably why we found that iron increased respiratory infectious morbidity. The improved clinical outcome with combined supplementation seems to be related to increased lipid-mediator synthesis gene expression and the availability of DHA/EPA, leading to a more pro-resolving profile and enhanced immune competence. Overall these results give better insight into immune function and infectious morbidity in relation to n-3 PUFA and iron status and treatment, as well as the possible association of fatty acid status with allergic disease in young South-African school children. / PhD (Nutrition), North-West University, Potchefstroom Campus, 2015

Background Iron deficiency (ID) is the world‟s most prevalent micronutrient deficiency and predominantly affects developing countries, also South Africa. In areas with low fish consumption and high n-6 PUFA vegetable oil intake, there is a risk for having inadequate n-3 PUFA status. Both iron and n-3 PUFA play important roles in the immune response, and supplementation is a strategy to alleviate deficiencies. However, little is known about potential interactive effects between concurrent iron and n-3 PUFA supplementation on the immune system. This is also important in the context that iron supplementation may be unsafe and may increase morbidity and mortality. Aim The overall aim of this thesis was to assess the effects of iron and docosahexaenoic (DHA)/eicosapentaenoic acid (EPA) supplementation, alone and in combination, on the immune system of ID children. More specifically, these effects were investigated on the occurrence and duration of illness and school-absenteeism due to illness, peripheral blood mononuclear cell (PBMC), red blood cell (RBC) and plasma total phospholipid fatty acid composition, iron status, fatty acid-derived immune modulators and targeted PBMC gene expression. Furthermore, association of PBMC, RBC and plasma total phospholipid fatty acid composition with allergic disease, were also examined. Design In a 2-by-2 factorial, randomised, double-blind, placebo-controlled trial, South African children (n = 321, aged 6–11 y) were randomly assigned to receive oral supplements of either 1) iron (50 mg as ferrous sulphate) plus placebo; 2) DHA/EPA (420/80 mg) plus placebo; 3) iron plus DHA/EPA (420/80 mg); or 4) placebo plus placebo for 8.5 mo, four times per week. Absenteeism and illness symptoms were recorded and biochemical parameters for compliance as well as parameters fundamental to immune function were assessed at baseline and endpoint. Furthermore, in a cross-sectional design, associations of allergic disease with baseline fatty acid composition of PBMC, RBC and plasma were examined. Results The combination of iron and DHA/EPA significantly attenuated respiratory illness caused by iron supplementation. DHA/EPA supplementation alone improved respiratory symptoms at school, but increased headache-related absenteeism. DHA/EPA and iron supplementation individually tended to increase and decrease anti-inflammatory DHA and EPA-derived mediators, respectively. Furthermore the anti-inflammatory DHA-derived immune mediator, 17HDHA was higher in the DHA/EPA plus placebo and iron plus DHA/EPA groups than in the iron plus placebo group. Also, the pro-inflammatory arachidonic acid (AA)-derived modulators (5- and 15-hydroxyeicosapentaenoic acid) were significantly lower in the iron plus DHA/EPA group compared to the placebo plus placebo groups. In the study population, 27.2% of the children had allergic disease and AA in PBMC phospholipids was significantly lower in the allergic children than in the non-allergic children. In RBC phospholipids dihomo-gamma-linolenic acid (DGLA) and the ratio of DGLA: linoleic acid (LA) correlated negatively and the n-6:n-3 PUFA ratio positively with total immunoglobulin E (tIgE). Furthermore, trans-C18:1n-9, tended to be higher in the allergic group. Conclusion DHA/EPA prevented respiratory illness caused by iron supplementation and although DHA/EPA on its own reduced respiratory morbidity when the children were present at school, surprisingly it increased the likelihood of being absent with headache and fever. The biochemical findings compliment the clinical results and support previous observations about DHA/EPA supplementation to reduce inflammation, but add to the current knowledge base that a relatively high oral dose of non-haem iron modulates circulating lipid-derived immune modulators and related gene expression. Furthermore, when supplementing with iron and DHA/EPA combined, in this ID population with low fish intake, the anti-inflammatory effect of DHA/EPA is maintained concurrently with attenuation of respiratory morbidity. This finding support the notion that excess iron (probably as non-transferrin bound iron) becomes available for pathogens and is probably why we found that iron increased respiratory infectious morbidity. The improved clinical outcome with combined supplementation seems to be related to increased lipid-mediator synthesis gene expression and the availability of DHA/EPA, leading to a more pro-resolving profile and enhanced immune competence. Overall these results give better insight into immune function and infectious morbidity in relation to n-3 PUFA and iron status and treatment, as well as the possible association of fatty acid status with allergic disease in young South-African school children. / PhD (Nutrition), North-West University, Potchefstroom Campus, 2015

The purpose of this study was to investigate those aspects of resilient schools which are particularly beneficial for schools within rural communities in Mpumalanga. The study was done in two phases: a literature review focussing on the culture of learning of resilient schools and an empirical investigation focussing on the culture of learning of resilient schools within rural communities in Mpumalanga. Two secondary schools were selected according to criteria of resiliency. The study involved qualitative approaches, in-depth observations and interviews with key informants: principals, teachers, learners and members of the school governing bodies. The data demonstrate that there is no distinctive aspect of the culture of learning of resilient schools because all aspects are interrelated and interdependent. This study discovered that the most effective aspect, which benefits the culture of teaching and learning in resilient schools, was the involvement of all stakeholders. / Educational Management / M.Ed.

Government policies on subsidising higher education institutions may have a direct impact on the behaviour of researchers and managers respectively. Therefore, this thesis looks for clues on how higher education institutions respond to the government funding policies, with special reference to the New Funding Framework (NFF) introduced in South Africa in 2001. The funding framework specified that research funding would be determined only on the basis of research output. The NFF puts emphasis on the number of publications produced by higher education institutions per annum to determine their subsidy amounts. Governments use quantitative formulas to allocate research funds to higher education institutions based on their production of output. The current South African funding framework is arguably consistent with some international suggestions of the role that government funding can play in the implementation of national higher policies. This thesis uses higher education research output as a measure of knowledge production. As such, the thesis was set out to determine the effects that the research subsidy component of the NFF might have had on South African public higher education institutions‟ knowledge production between 2001 and 2006. The thesis argues that the subsidy component of the NFF has had positive effects on the knowledge production of South African public higher education institutions (HEIs). An empirical analysis of the output trends of South African HEIs for the period under review has shown a steady increase, more especially from 2003. The thesis attributes the new trend in higher education research output to the successful implementation of the NFF. It is thus concluded that considering the output trends of the period under review, the implementation of the NFF is yielding positive effects towards achieving its intended goal of increasing research output of South African public HEIs. / Public Administration / D. Admin. (Public Administration)

Afrikaans text / Die afname in dissipline en dissipline handhawing in skole is 'n omvangryke probleem. Die fokus van hierdie studie is om die aard en omvang van dissiplinêre probleme te ondersoek om sodoende riglyne daar te stel om konstruktiewe dissipline in klaskamers te vestig as 'n sleutel taak van die onderwyser. In hierdie studie maak die navorser gebruik van die gekombineerde benaderingsmetode, naamlik die kwalitatiewe-kwantitatiewe navorsingsmetode. Vraelyste (kwantitatief) en onderhoude (kwalitatief) is as data insamelingstegnieke gebruik om vas te stel wat die aard, omvang en moontlike oplossings is, vir die navorsingsprobleem. Die navorsingstudie is gedoen deur 106 onderwysers in die intermediêre- en senior fase van ses laerskole van die Noordweste van Pretoria te betrek. Daar is ook onderhoude gevoer met ses senior onderwysers wat in beheer was van hul skole se dissiplinêre stelsels. Die navorsingstudie het bevind dat onderwysers, leerders en ouers bydraend is tot dissiplinêre probleme in klaskamers. Positiewe strategieë sluit in kommunikasie en toepassing van klasreëls. Uit die bevindinge van die navorsing is daar ongetwyfeld 'n sterk behoefte aan leiding vir onderwysers om dissiplinêre probleme aan te spreek. Onderwysers moet bemagtig word om konstruktiewe dissipline te ontwikkel, te bevorder en te handhaaf. / The decline in discipline and discipline enforcement in schools is a massive problem. The focus of this study is to examine the nature and extent of discipline problems in order to set guidelines to establish constructive discipline in the classroom as a key task of the teacher. In this study, the researcher makes use of the combined approach method, namely the qualitative - quantitative research methodology. Questionnaires (quantitative) and interviews (qualitative) were used as data collection techniques to determine the nature, extent and The research study was conducted by involving 106 teachers in the intermediate and senior phase of six primary schools of the North West of Pretoria. There were also interviews with six senior teachers who were in charge of their schools' disciplinary systems. The research study found that teachers, pupils and parents are contributing factors to discipline problems in classrooms. Positive strategies include communication and application of rules. From the findings of the research there is undoubtedly a strong need for guidance for teachers to address disciplinary problems. Teachers should be empowered to develop positive, promote, and maintain constructive discipline in the classroom. possible solutions of the research problem. / Educational Management and Leadership / M. Ed. (Education Management)

The role played by the principal as instructional leader worldwide is critical due to its direct and indirect impact on learner achievement.In South African primary schools the role of the principal as instructional leader in improving learning achievement is a pressing issue since most South African primary school learners perform far below par as determined by benchmarking carried out by local and international education assessment agencies with reference to curriculum goals and literacy and numeracy milestones.This descriptive exploratory study examined the role of the principal as instructional leader in primary schools in South Africa with special reference to the Tshwane South District, Gauteng Province. The study was informed by a literature review of local and international sources related to theoretical perspectives on instructional leadership, the features of instructional leadership that impact on learner achievement and selected models of instructional leadership. An overview of contextual and school factors which shape primary school learner achievement in South Africa with reference to the rural and township communities also framed the empirical inquiry. A mixed method study was conducted according to two phases: Phase 1 comprised the quantitative component (questionnaires); Phase 2 comprised the qualitative component (interviews). Both phases were conducted in the Tshwane South District, Gauteng Province. In both phases data were gathered from primary school principals and Institute Development Support Officials (IDSOs) selected by random and purposeful sampling respectively. The questionnaire findings indicated that the principals and IDSOs had adequate qualifications and experience, and that key school policies are in place. However, the principals are less confident about policy implementation, particularly with regard to educator and learner discipline. They face many systemic problems, such as inadequate school resources and additional funds in no fee-paying schools to improve the infrastructure and reduce the learner-teacher ratios. The findings from the interviews indicated that the principals struggle to maintain participative management with the school governing bodies; are hampered by contextual factors, especially poor school infrastructure; and are challenged to meet the requirements of annual benchmarking assessments. Based on the findings of the literature study and the empirical inquiry recommendations are made to improve practice, including a call for the professional development of principals in project management and fundraising. / Educational Leadership and Management / D. Ed. (Education Management)

The purpose of this study was to investigate the effectiveness of the facilitation methods used in the adult centre to motivate adult learners to participate in Adult Basic Education and Training (ABET) programmes, as the majority of South Africans have a low level of literacy. The illiteracy could not be viewed independently of the apartheid policies that were in place before democratisation in 1994. After the democratisation the African National Congress (ANC) policies, prioritised the provision of ABET. The policy was for ABET provide education including basic literacy, numeracy to a level equivalent to the General Certificate of Education to adults who have had little or no formal schooling. ABET is viewed as a means to educate and train adults and is regarded as a force for social participation and economic development. The researcher was prompted to investigate the effectiveness of the facilitation methods to motivate adult learners to participate in learning or not. Adults’ participation in learning programmes will help them towards social participation and also to develop them economically. If adults are economically developed, South Africa will not be facing such huge rate of unemployment, poverty and illiteracy. As there are a number of development programmes that are offered at Ekurhuleni to equip adults with relevant skills required for development and equipping them with the skills to face economic challenges of the country, motivation becomes essential because if learners are not motivated to participate, they are not going to be involved in them and get the necessary education. The focus is also on the facilitation methods that are used in the learning centre. Qualitative research has enabled the researcher to gather enough data through employing interviews. Individual interviews, focus group interviews as well as observation were the tools used in this study. It reveals that facilitation methods that are used are not effective enough to motivate adult learners’ participation in ABET programmes. Thus recommendations and suggestions were made to assist the i facilitators in rendering effective facilitation methods for the benefit of the adult learners. / Educational Leadership and Management / D. Ed. (Education Management)

Abstract Research indicates that understanding the influence of leadership and partnership development can inform the need to improve public education (Penuel & Gallagher, 2017). Although leadership theory and change theory support the need for partnerships in education, less attention has been given to how such partnerships develop and the role that leadership plays in that process. Therefore, the present study explored the role of leadership within researcher-practitioner partnerships and the process of developing sustainable partnerships in education as documented in a set of federal grant proposals, their final reports, and other descriptions of their efforts. Grant documents examined were awarded from the 2013 funding announcement of the U.S. Department of Education Institute of Education Sciences (IES) Researcher-Practitioner Partnerships (RPP) in Education Research program. In-depth qualitative document analysis provided a means to unobtrusively examine and interpret comprehensive, historical data (Corbin & Strauss, 2008; Patton, 2002). Directed content analysis (Hsieh & Shannon, 2005; Kaid & Johnston-Wadsworth, 1989) of the documents directed the process of data collection. This process used key concepts from the literature on transformational leadership, shared leadership, and leadership for change as the initial framework for data collection. Data analysis employed Eisner’s (1998) process of educational criticism using description, interpretation, evaluation, and thematics. Hatch’s (2002) process of typological analysis led to four typologies to organize the data for description and interpretation: capacity building; strategies for partnership development; approaches to communication; and the role of reflection in partnership development. The evaluation dimension of educational criticism indicated that partnerships employed shared leadership with evidence of internal and external support and a cultivation of shared commitment. Themes indicated that partnerships focused on both rigorous research and reflective practice, leaders engaged partners in establishing the infrastructure and strategic plans of the partnership, and partnerships galvanized support to address complex social issues beyond their formal organizational structure. Recommendations for future research include the need: (a) to explore the dynamics of communication in partnership work; (b) to clarify and facilitate the process of change in grant and project development; and (c) to develop of a process for sustainability beyond a specific grant or project. Recommendations for practice include the need: (a) to explore the cultivation of relationships in support of partnership development; (b) to identify clearly the primary issue to be addressed in the work of the partnership, and (c) to clarify mutual outcomes. Conclusions from the present study indicate the importance of a focus on the deliberate development of the researcher-practitioner partnerships themselves, the importance of concrete strategies for sharing leadership, and the importance of the development of professional relationships that support sustainability in partnership development.

The purpose of this study was to investigate those aspects of resilient schools which are particularly beneficial for schools within rural communities in Mpumalanga. The study was done in two phases: a literature review focussing on the culture of learning of resilient schools and an empirical investigation focussing on the culture of learning of resilient schools within rural communities in Mpumalanga. Two secondary schools were selected according to criteria of resiliency. The study involved qualitative approaches, in-depth observations and interviews with key informants: principals, teachers, learners and members of the school governing bodies. The data demonstrate that there is no distinctive aspect of the culture of learning of resilient schools because all aspects are interrelated and interdependent. This study discovered that the most effective aspect, which benefits the culture of teaching and learning in resilient schools, was the involvement of all stakeholders. / Educational Management / M.Ed.