The aim of this study was to investigate experiences and perceptions of private · medical practitioners about the implementation of the current death notification form (Bl-1663) in cases of confirmed Aids-related deaths. The study focussed on reporting patterns by private medical practitioners of the deceased's underlying causes of death in BI-1663. The study also focussed on the reasons advanced for the reporting patterns described above. The research method employed in this study was cross-sectional surveys. Self-administered questionnaires were used to gather the data and the target population was all private medical practitioners practising within the Mafikeng / Mmabatho area of the North West Province of South Africa. A response rate of eighty-two and half per cent (82,50%) was achieved. The data were presented in the form of frequency tables and pie charts and descriptive statistics was used to analyse it. The findings of this study revealed that the majority of private medical practitioners either omitted information that HIV / AIDS was an underlying cause of death or reported another condition in BI-1663 during notification of confirmed AIDS related deaths. Reasons advanced for the phenomenon were fears of unauthorised breach of the deceased's confidential information by unintended parties that often led to invalidation of the deceased's insurance and funeral benefits, as well as stigmatisation and social discrimination of relatives the deceased. The study recommends that third parties (informants) should be relieved of the duties of conveying the deceased's confidential medical information to the state during death notification processes. Medical practitioners themselves should submit Part 2 of BI- 1663 that contains the deceased's confidential information directly to Public Health Officials. The study also recommends that the Department of Health should provide formal training to the medical practitioners with respect to death certification in order to enable them to certify causes of deaths in a manner that is useful for epidemiological analysis and public policy. / (MBA) North-West University, Mafikeng Campus, 2005

The study investigated solid waste management in the Mafikeng Municipality including the attitudes of the residents towards the waste management services rendered by the municipality. The study found the followings: the main sources of waste were from households due to minimal industrial activity in the area; that the residents had negative attitudes and perceptions about the waste management services provided by the Municipality. The majority of residents were not involved in the identification of needs and management of solid waste. They wanted to take an active role in the planning, design and implementation of the service especially where the formulation of policies are concerned; adequate policy mechanisms need to be adopted to enforce proper behaviour in waste disposal. The study recommends that: • the community be involved in planning, design and implementation of the service especially where the formulation of policies are concerned. • adequate policy mechanisms need to be adopted to enforce proper behaviour in waste disposal. / Thesis (MBA) North-West University, Mafikeng Campus, 2003

The 're-admission' of the Republic of South Africa to the global arena does not only imply that the education system be effectively run, but also that the potential of all stakeholders in education be optimised. Against the background of the preceding assertion it is essential therefore that to meet the demands of the present information age performance management be enhanced to meet the demand for quality education. The rationale for performance management is linked to investment in people to yield high returns in education in the form of qualified and skilled personnel, a productive and competitive workforce and an effective and efficient corporate community. In the light of the preceding, the quest for quality education is interlinked with an integrated quality management system. The basic premise here is that through performance management the education system would ensure optimisation of potential In order to unfold individuals' potential and release their latent energy and to promote economic growth and improve the quality of life for the South African citizenry at large. Similarly, the optimisation of the potential of educators and learners alike is seen as a necessity for ensuring provision of quality education in a high quality and productive education system. / Thesis (M. Ed.) North-West University, Mafikeng Campus, 2004

The purpose of this study is to determine the roles and skills needed by rural schools governors of the Mafikeng area project office of North West Province. Lack of uniformity, competency, skills and commitment are still encountered in the SGB structures. Little has been done to empower the rural school governors with relevant skills for effective job performance. An empirical investigation was employed to find ways of empowering the encountered incompetency of rural governors. Literature survey was employed to determine the nature and scope of roles and skills needed by rural schools governors. The subjects of the study were adults (teachers, parents, principals) and students. The responses of 220 respondents were analysed. The findings revealed that school governors in rural areas experience problems in areas like addressing parent's annual meetings, financial management, control and feedback in their job. Recommendations were made by respondents on how to empower rural school governors with the necessary skills. On the basis of the problems and skills identified, more emphasis was put on commitment of all stakeholders, training of governors to develop their management skills, financial skills, regular workshops by the Department of Education, and the old SGB members to train the new ones. The new SGBs should ask questions when they are not clear and translation of back-up materials into the SGB's home language and a certificate for course completion to be granted to the members who completed their office term. / Thesis (M. Ed.) North-West University, Mafikeng Campus, 2005

The study found that there is marked poverty in Lekoko village, and that food security is lacking. Purchasing power of household commodities and consumables is observed to be non-existent. Agriculture as a form of food security has eluded many because of drought. All those who practised subsistence fanning are unable to do so. Food security is greatly impaired; the people cannot access sufficient aid and nutritious food. This includes the problem of food production, preservation and storage. The projects and programmes initiated by the Government to alleviate poverty do not reach the people. Substantial changes are needed to expedite the distribution of food Production resources. Formal and informal institutions should be involved in bringing about transformation of the structures, which are currently blocking the socio-economic. Premium access to information and social networks as well as to the State should be improved. The onus rests with extension officers to support the people and bring about generation of livelihoods with institutional reform to reduce vulnerability and risks. / M.A. (Peace Studies and International Relations) North-West University, Mafikeng Campus, 2005

This study investigated the attitudes of grade 11 female students towards the study of Physical Science in Mafikeng. Attitudinal measures, such as levels of student's interest and the perceived utility of science, were examined. The subjects of the study included grade 11 female students from selected high schools in the Mafikeng District. A total of 300 female students participated in the study. A survey method was used in this study. A questionnaire was administered to examine the perceptions and attitudes of female students towards the study of Physical Science. A three-point positive/neutral/negative scale was utilized in sections B. C. and Din order to encourage students to make an attitude choice. The research findings showed that the attitudes of grade 11 female students in the selected high schools were affected by parents, teachers, peers, classroom environment, personal perceptions and aspirations. / M. Ed. (Science Education) North-West University, Mafikeng Campus, 2006

The study investigated indigenous land management practices in the North West Province with special reference to Miga and Tsetse villages. The study found that the apartheid forced removal policies had a great impact on the socio-economic and cultural life of the communities in the two study villages. The communities were resettled in a new harsh environment in which they encountered. various problems with adaptation. The land management practices in Miga and Tsetse villages were different from the traditional farming practices in their places of origin in the then Western Transvaal, where they were self-reliant. The new farming practices in Miga and Tsetse are based on modern agricultural land use system, which include the use of modern equipment and other inputs. Most of the community members cannot afford them due to high levels of unemployment. Moreover, given the arid conditions of the area, the new farming practices depend on availability of rain. The policy strategies and projects instituted and implemented by both the Bophuthatswana government and the North West Provincial government did not benefit the two communities much. Lack of funds and dependency on government funds made the projects unsustainable. The study recommended that since the Miga and Tsetse Communities have access to land for farming, the North West Provincial Department of Agriculture should put more emphasis on promoting and improving indigenous farming methods by incorporating them into the provincial agricultural development strategies. This is due to the fact that these practices are sustainable and affordable to the local communities. They are adaptable and tuned to the needs of people. Also, they pertain to cultural values of the communities. Moreover, the current poverty situation in Miga and Tsetse villages necessitates the great need for the communities to initiate other income generating ventures beside agriculture. The government should provide the communities with the necessary support including capacity building to ensure the sustainability and success of these projects / (M.Soc.Sc.) North-West University, Mafikeng Campus, 2005

This thesis is a case study, conducted within a paradigm of action research, of the English 100 course at the University of the North West (now the Mafikeng campus of North West University), as taught by the author in the years 2000 - 2001. Its aim is to investigate the effect of the integration of language and literature on the first year of the undergraduate programme. The case study is placed in context through a consideration of educational change in South Africa. This includes changes taking place in the study of English as a second language at tertiary level, as well as the broader innovations to South African education brought about by government legislation. Two aspects of the latter are singled out for special attention: outcomes-based education and quality assurance. The case study is also contextualized at an international level through a survey of the theory and practice of an integrated approach to the teaching of language and literature to ESOL students. A survey of the literature, mainly in the last twenty years, reveals a growing interest in this approach. An attempt is then made to encapsulate this research in the form of fourteen statements about the supposed benefits of integrating language and literature. Through a detailed analysis of the performance of the first-year students, the case study subsequently attempts to test the validity of these claims. The study is presented as a process involving syllabus design, materials development, implementation of the course and an evaluation of its efficacy by the teacher-researcher. In line with the methodology of action research, a variety of methods is used to gather data. These include introspection and reflection (through the use of a teacher's journal and lesson reports), the analysis of written work produced by students, classroom observation by a `critical friend', triangulation (through the use of questionnaires, students' journals and self-reflective tasks) and documentation from the Department of English and university administration. The analysis of these data is both quantitative and qualitative. In keeping with the philosophy of action research and current educational practice, an attempt was made to incorporate and act upon the insights of students and colleagues. Reports on work-in-progress were also published in a number of fora: references are given in the thesis. The assumptions of action research are also apparent in the way in which the study is situated within cycles of action, reflection and improvement of pedagogical practice. The conclusion of the thesis is partly stated in terms of quality assurance: an attempt is made to assess the suitability of the integrated approach with regard to its fitness of and for purpose. It is concluded that a number of contextual factors, such as the conditions under which the English 100 course was taught and the under-preparedness of many of the students, militated against its success. The case-study is also assessed in terms of its contribution to international research in the field, and the personal development of the researcher. As is commonly found both in action research and in case study research, the findings of the study are context specific: consequently, no claim is made that they are generalizable to all other contexts. / English Studies / D.Litt. et Phil.

This thesis is a case study, conducted within a paradigm of action research, of the English 100 course at the University of the North West (now the Mafikeng campus of North West University), as taught by the author in the years 2000 - 2001. Its aim is to investigate the effect of the integration of language and literature on the first year of the undergraduate programme. The case study is placed in context through a consideration of educational change in South Africa. This includes changes taking place in the study of English as a second language at tertiary level, as well as the broader innovations to South African education brought about by government legislation. Two aspects of the latter are singled out for special attention: outcomes-based education and quality assurance. The case study is also contextualized at an international level through a survey of the theory and practice of an integrated approach to the teaching of language and literature to ESOL students. A survey of the literature, mainly in the last twenty years, reveals a growing interest in this approach. An attempt is then made to encapsulate this research in the form of fourteen statements about the supposed benefits of integrating language and literature. Through a detailed analysis of the performance of the first-year students, the case study subsequently attempts to test the validity of these claims. The study is presented as a process involving syllabus design, materials development, implementation of the course and an evaluation of its efficacy by the teacher-researcher. In line with the methodology of action research, a variety of methods is used to gather data. These include introspection and reflection (through the use of a teacher's journal and lesson reports), the analysis of written work produced by students, classroom observation by a `critical friend', triangulation (through the use of questionnaires, students' journals and self-reflective tasks) and documentation from the Department of English and university administration. The analysis of these data is both quantitative and qualitative. In keeping with the philosophy of action research and current educational practice, an attempt was made to incorporate and act upon the insights of students and colleagues. Reports on work-in-progress were also published in a number of fora: references are given in the thesis. The assumptions of action research are also apparent in the way in which the study is situated within cycles of action, reflection and improvement of pedagogical practice. The conclusion of the thesis is partly stated in terms of quality assurance: an attempt is made to assess the suitability of the integrated approach with regard to its fitness of and for purpose. It is concluded that a number of contextual factors, such as the conditions under which the English 100 course was taught and the under-preparedness of many of the students, militated against its success. The case-study is also assessed in terms of its contribution to international research in the field, and the personal development of the researcher. As is commonly found both in action research and in case study research, the findings of the study are context specific: consequently, no claim is made that they are generalizable to all other contexts. / English Studies / D.Litt. et Phil.