No / Enabling patients to be cared for in their preferred location often involves journeys between care settings. The challenge of ensuring journeys are timely and safe emerged as an important issue in an evaluation of palliative care services, which informed a service redesign programme in three areas of the United Kingdom by the Marie Curie Cancer Care 'Delivering Choice Programme'. This article explores perceptions of service users and key stakeholders of palliative care services about problems encountered in journeys between care settings during end-of-life care. This article draws on data from interviews with stakeholders (n = 44), patients (n = 16), carers (n = 19) and bereaved carers (n = 20); and focus groups (n = 9) with specialist nurses. Data were gathered in three areas of the United Kingdom. Data were analysed using a framework approach. Transport problems between care settings emerged as a key theme. Four particular problems were identified: (1) urgent need for transport due to patients' rapidly changing condition; (2) limited time to organise transfers; (3) the management of specialist equipment and (4) the need to clarify the resuscitation status of patients. Partnership working between Ambulance Services and secondary care is required to develop joint protocols of care to ensure timely and safe transportation between care settings of patients, who are near their end of life. Commissioning of services should be responsive to the complexities of patients' needs and those of their families.

In disseminating information about health issues, government health departments and NGOs use, inter alia, written health texts. In a country like South Africa, these texts are generally written by medical experts and thereafter translated into the languages of the people. One of these languages is Zulu, which is spoken by the majority of South Africans. A large percentage of Zulu speakers are illiterate or semi-literate, especially in the rural areas. For this reason, Zulu translators have to use ‘simple’ language that these readers would understand when translating English texts into Zulu. Translators are expected to use strategies that can deal with non-lexicalized, problematic or other related terms that appear in health texts, as well as geographical and cultural constraints. This study focuses on the strategies used by Zulu translators in an attempt to make translated Zulu health texts accessible to the target readership. The investigation includes the use of self-administered questionnaires for respondents from two of South Africa’s nine provinces, where Zulu speakers are found (Gauteng and KwaZulu-Natal), to determine whether the health texts do reach the target readership. Focus groups, semi-structured interviews and other complementary techniques were used to collect data from the selected respondents. Furthermore, a parallel concordance called ParaConc was used to extract and analyse data from the corpus as compiled for the present study, in an attempt to investigate the strategies used to make the translated health texts easier to read. The study uncovers various strategies which are used when translating English health texts into Zulu. These strategies include the use of loan words, paraphrasing, cultural terms and so on. In future, the use of ParaConc can be broadened to investigate newly discovered translation strategies, with the aim of making health texts more accessible to the target readers. Furthermore, this software programme can also be used to study translation strategies as used in other types of texts, for example journalistic texts. / Linguistics / D. Litt. et Phil. (Linguistics (Translation Studies))

In disseminating information about health issues, government health departments and NGOs use, inter alia, written health texts. In a country like South Africa, these texts are generally written by medical experts and thereafter translated into the languages of the people. One of these languages is Zulu, which is spoken by the majority of South Africans. A large percentage of Zulu speakers are illiterate or semi-literate, especially in the rural areas. For this reason, Zulu translators have to use ‘simple’ language that these readers would understand when translating English texts into Zulu. Translators are expected to use strategies that can deal with non-lexicalized, problematic or other related terms that appear in health texts, as well as geographical and cultural constraints. This study focuses on the strategies used by Zulu translators in an attempt to make translated Zulu health texts accessible to the target readership. The investigation includes the use of self-administered questionnaires for respondents from two of South Africa’s nine provinces, where Zulu speakers are found (Gauteng and KwaZulu-Natal), to determine whether the health texts do reach the target readership. Focus groups, semi-structured interviews and other complementary techniques were used to collect data from the selected respondents. Furthermore, a parallel concordance called ParaConc was used to extract and analyse data from the corpus as compiled for the present study, in an attempt to investigate the strategies used to make the translated health texts easier to read. The study uncovers various strategies which are used when translating English health texts into Zulu. These strategies include the use of loan words, paraphrasing, cultural terms and so on. In future, the use of ParaConc can be broadened to investigate newly discovered translation strategies, with the aim of making health texts more accessible to the target readers. Furthermore, this software programme can also be used to study translation strategies as used in other types of texts, for example journalistic texts. / Linguistics and Modern Languages / D. Litt. et Phil. (Linguistics (Translation Studies))

Work-related teacher stress is indeed a major problem in schools. The main aim of this study was to investigate the role of the Head of Department in alleviating work-related teacher stress among primary schools in the Temba Circuit. The research problem was investigated by means of a literature study and an empirical investigation. The literature study identified the main causes of teacher related stress. A qualitative inquiry using semi-structured focus group interviews with teachers and semi-structured individual interviews with Heads of Department were conducted in order to find answers to the research questions. It was found that the main sources of teacher stress could be grouped into four main categories, namely, interpersonal, organisational, professional and personal stressors. Guidelines to be considered by Heads of Department to alleviate the stress that teachers under their auspices are encountering were developed on the basis of these four categories of teacher stressors. / Further Teacher Education / M. Ed. (Education Management)

Educator stress is a major problem worldwide. This study focuses on the role of the principal in the secondary school in providing support and assisting educators manage work-related stress, with particular reference to schools in Kwa-Zulu Natal, South Africa. The problem was investigated by means of a literature study and empirical investigation. The literature identified perspectives on educators' stress, the stress process of the educator and the principal, causes of work-related stress in educators and coping strategies. Furthermore, principals' leadership styles, theories of motivation and causes of principals' stress were discussed. A qualitative inquiry using focus group interviews was undertaken with a small sample of secondary school educators selected by purposeful sampling. Findings suggested that educator stress was caused by a lack of learner discipline; deterioration in educational standards; workload; policy changes; promotion procedures and the principal's leadership style. Based on the findings, recommendations were made for improvement of practice. / Educational Studies / M. Ed. (Education Management)

Personal well-being is a state that involves feelings and thoughts. This concept is investigated in learning area Life Orientation and integrated in the curriculum as a learning outcome for Further Education and Training learners in grades 10-12. A literature study was done to discuss/clarify dimensions of personal well-being that is general subjective, psychological, social and spiritual well-being and mental health. Perspectives, theories, principles and features pertaining to well-being were investigated from an international and local context. An exploratory study used a qualitative approach to investigate and observe perceptions of a small sample of learners of personal well-being. Data gathering used focus groups which completed structured group work activities. The results indicate that learner participants have needs to be satisfied to reach a sense of personal well-being. Based on findings, recommendations regarding coping strategies, intervention strategies and support were made. / Educational Studies / M.Ed. (Guidance and Counselling)

The objective of this research is to explore the perceptions of rural Samburu women in Kenya with regard to HIV/AIDS in terms of their knowledge, attitudes, beliefs and opinions; to examine several HIV/AIDS awareness channels that have been used to communicate HIV/AIDS messages to the Samburu women to determine how effective they have been in effecting behaviour change.This study is an example of how a communication audit can be carried out on a certain sub-group of a community in order to suggest a tailor-made communication strategy in an effort to stop the spread of HIV among the Samburu women. This study is also a confirmation that the prevention strategies that have been in use to communicate to Samburu women have been inadequate and need to be revised to address the knowledge gaps that exist. The study is located within a relatively new field of health communication where health messages are evaluated to determine whether target audiences are receiving these messages and changing their behaviour in order to live healthier lives. This area of study is also supported by behaviour change models such as the Health Belief Model (HBM), the Social Cognitive Theory (SCT), Diffusion of Innovations Theory, Cultural Models, and Strategic Communication. A qualitative study was undertaken in 2008 by way of ten focus group discussions with Samburu women and eleven in-depth interviews with professionals who ran HIV/AIDS programmes in the Samburu district. The focus groups were constituted by means of convenience sampling whereas the snowball strategy was utilised for the selection of participants for in-depth interviews. The questioning route for the focus group discussions for the Samburu women was guided by five themes namely: knowledge levels of the women; cultural aspects that made the women vulnerable to HIV/AIDS; beliefs about HIV/AIDS; attitudes towards HIV/AIDS; and the different channels of communication used to convey HIV/AIDS messages. The interview schedule for the professionals consisted of open-ended questions and face-to-face interviews were carried out using this schedule. / Communication Sciences / D. Litt. et Phil. (Communication)

This research is set within the context of the Kenyan Public Universities, where with the changing student population dynamics, students are increasingly choosing to combine parenting with studies. Many of these student parents both male and female have had to negotiate the academic requirements as well as the burden of parenthood. Such a study is important at this time of privatization and liberalization of higher education in order to open up public discourse on the provision of higher education and the effect on the socio-economic status of the students. Using qualitative research analysis based on socio-educational, socio cultural as well as socio-economic status (SES), a study was designed and conducted with the question posed: What are the socio-educational approaches of public universities with respect to student parents. Eighteen (18) interviews of ten (10) university officials and eight (8) student parents formed the research sample. Qualitative research questions were prepared in an in-depth interview guide and a focus group questioning route. Data revealed that there are students both male and female who are actively parenting in the public university and that they face role conflict and financial challenges which impacts on retention and completion rates of students in the public university. The research argues that there is need to create awareness of socioeconomic status (SES) in the university approach to inclusiveness of all students as well as student parents. Recommendations based on this study should be helpful as guidelines for a model on guidance for student parents as well as documentation of a clear policy on approaches or support for student parenthood in the public university. / Educational Studies / D. Ed. (Socio-Education)

The goal of this research was to determine how to productively provide in the unique needs of academically gifted learners in the intermediate phase in the South African education system. The study comprised an empirical, qualitative investigation to this end. Individual interviews with primary school principals and focus groups with primary school teachers, academically gifted learners in the intermediate phase and parents served to determine what the educational needs of academically gifted children are. Secondly, a mini-education system for academically gifted learners was planned and a programme for academically gifted learners was developed within this mini-education system. The information for the development of the programme was gathered from the interviews and focus groups. The paradigm that forms the foundation of this research includes elements of a Christian world view and is complemented by elements of interpretivism, constructivism, pragmatism and post-modernism. The literature study on academically gifted learners revealed that these learners possess their own unique characteristics. Although academically gifted, these learners experience many cognitive, social and affective problems in the current education system. The structure of the education system, educational productivity and self-managed and interactive learning as teaching strategy were highlighted as internal determinants of an educative nature that influence academically gifted learners. The current condition of gifted education in South Africa and on an international level form the internal determinants of historical nature. If education to gifted learners, and specifically academically gifted learners, in South Africa is compared to other countries, it is clear that there are still many gaps in the education system. The main external determinants that influence educational provision to academically gifted learners include the demography of academically gifted learners, the economic environment of academically gifted learners, science and technology, the role of politics in the educational provision to academically gifted learners and the co-workers and competitors in the educational provision to academically gifted learners. The number of learners is increasing and that means that the need for educational provision to academically gifted learners is increasing. A distance-based programme is ideal, as academically gifted learners are scattered across our country. The main goal of this study was to plan a mini-education system that will provide in the unique needs of academically gifted learners in the intermediate phase in an educationally productive way in South Africa. The framework for the strategic planning of a mini-education system was used as research method. An achievable, sustainable and affordable distance-based educational programme for academically gifted learners was planned and a grade 4 pilot module developed within this mini-education system. The findings of this study suggest that the framework for the strategic planning of a mini-education system can be successfully used in planning a system that can effectively provide in the needs of academically gifted learners in the intermediate phase. From the interviews and focus group it was also clear that there is a need for educational programmes intended for academically gifted learners and that these programmes can be successfully implemented at schools. / MEd (Comparative Education), North-West University, Potchefstroom Campus, 2014

Objective: Criminal liability for the sexual-transmission of HIV raises complex questions for both clinicians and service-users regarding their responsibilities and legal obligations to disclose information to others. This is the first research study to address the impact of these issues upon everyday clinical and professional management in the UK. The prevalence and incidence of clinical and HIV-legal issues reported by the 107 psychologists sampled are reported. Design: A cross-sectional approach comprising two components was utilised: Firstly, questionnaire survey (Response rate 22%) scoping the experiences of practice issues among psychologists from sexual-health and generic settings. Attitudes towards HIV-prosecutions and various measures of professional self-efficacy were also collected. Secondly, three focus groups (N=15) exploring the impact of practice issues upon clinicians’ likely confidentiality breaking behaviours. Methods: Clinical and legal issues are presented. Further statistical analyses explored the interaction of various demographic, clinical and attitudinal variables upon clinician’s perceived self-efficacy. Focus Group transcripts analysed using Thematic Analysis (Data-driven approach) with eight emergent themes. Results: Although no direct involvements in police investigations reported, two instances of psychology notes being subpoenaed plus multiple ‘near miss’ clinical experiences described. High proportions of sexual-health psychologists experienced HIV-clients disclosing problematic behaviours, including intentional transmission (9%; N=5) and/or ‘reckless’ behaviour (72%). Focus groups expressed high levels of anxiety regarding these scenarios associated to multiple influences (interpersonal, clinician, professional and service factors). Quantitative and qualitative results were triangulated to provide a detailed analysis of how psychologists manage the clinical impact of the issues. Conclusions: Psychologists broadly supported HIV-prosecutions for intentional transmission (81%) but only limited support around ‘reckless’ cases (44%), particularly among those sexual-health experienced. Those ‘critical’ attempted to mitigate the impact of legal issues by proactively raising awareness among HIV-clients and resisting overly-defensive service changes; whereas those ‘less-critical’ were more accepting. Clinical, training and therapeutic implications are briefly considered.