Thesis (MPhil)--Stellenbosch University, 2011. / ENGLISH ABSTRACT: Background: Academic support programmes have an important part to play in addressing the needs of students experiencing difficulties. A quality assurance exercise by the national accreditation body highlighted the fact that academic staff involved in non-academic counselling had no prior training. Aim: The aim of this study was to evaluate the academic advisor programme in a Malaysian medical school from the academic advisors’ perspective in order to determine their understanding of their role, their experiences and needs. Method: Focus group discussions (FGDs) involving 10 academic advisors were conducted using a semi-structured interview schedule. Results: Study participants demonstrated some instinctive understanding of their role (especially as role models in their professional development) although they did not have clear guidelines. They strongly expressed a need for training in counselling skills and better administrative support. There was some reluctance to undertake the task of academic advising as there were no perceived rewards or incentives. Conclusions: The training of academic advisors needs to be addressed in faculty development programmes. Strong institutional administrative support is important with efficient channels of communication to academic advisors on student performance and other relevant information. Teaching activities need due institutional recognition and reward. / AFRIKAANSE OPSOMMING: Geen opsomming

Thesis (M Speech Path)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: This study investigated the effect of two shared-reading intervention programmes on the narratives of 87 Afrikaans-speaking Grade R learners from low income families. Intervention Programme I involved an interactive style where participants were encouraged to engage spontaneously in conversations about the characters’ intentions and goals, to make inferences and to ask questions. Intervention Programme II focused on observable entities and the content of the storybooks. Participants’ narratives were compared before and after intervention in terms of productivity, content and structure. Results indicated that (i) both methods of shared-reading improved the participants’ narratives in terms of productivity, number of different words, and the efficiency of references; (ii) only Intervention Programme I improved the participants’ narratives in terms of the percentage meta-verbs, number of key elements and Goal-Attempt-Outcome sequences included. Clinical implications and recommendations for future research are discussed. / AFRIKAANSE OPSOMMING: Hierdie studie het die effek van twee gedeelde-leesintervensieprogramme op die narratiewe van 87 Afrikaanssprekende Graad R-leerders vanuit lae-inkomstegesinne ondersoek. Intervensieprogram I het ‘n interaktiewe styl behels, waartydens deelnemers aangemoedig is om spontaan aan gesprekke deel te neem oor die karakters se motiverings en doelwitte, afleidings oor die stories te maak en vrae te vra. Intervensieprogram II het op die waarneembare feite en inhoud van die storieboeke gefokus. Deelnemers se narratiewe is voor en na afloop van die intervensie ten opsigte van produktiwiteit, inhoud en struktuur vergelyk. Resultate het aangedui dat (i) beide metodes van gedeelde-lees die deelnemers se narratiewe ten opsigte van produktiwiteit, totale aantal verskillende woorde, en doeltreffendheid van verwysings verbeter het; (ii) slegs Intervensieprogram I daarin geslaag het om deelnemers se insluiting van die persentasie meta-werkwoorde, aantal sleutelelemente en Doel-Poging-Uitkomsreekse in hul narratiewe te verbeter. Kliniese implikasies en aanbevelings vir toekomstige navorsing word bespreek.

Customer loyalty programmes are widely regarded by companies as an effective means of achieving a strategic advantage over competitors and as a highly-effective platform to build lasting relationships with their most-valued customers. However, in today’s fast-paced world and loyalty-mature marketplace, customer loyalty programmes are showing signs of limited sustainability. Companies are starting to realise the importance of focusing on deeper, more meaningful, relevant and mutually-beneficial relationships with their customers in an attempt to sustain brand loyalty. The process of developing true customer loyalty involves companies adding extraordinary human level customer treatment. The purpose of this study is to explore whether customer loyalty programmes are developing true customer loyalty amongst customers. This research study explicitly investigates the views, attitudes, beliefs and perceptions of consumers partaking in customer loyalty programmes. At the outset of the study a literature review was conducted to explore and discuss literature pertaining to the key concepts of this study, namely customer loyalty programmes and true customer loyalty. This research study initially made use of a qualitative research method in the form of a focus group. The findings from the focus group contributed to the design of the questionnaire for the survey. A survey formed the quantitative component of the research. The survey questionnaire was distributed by means of a mall intercept to shoppers in a predetermined shopping mall. The ordinal data was analysed using descriptive and inferential statistical methods. The analysis indicated a marked disconnect between customer loyalty programmes and true customer loyalty. Customer loyalty programmes are generally regarded by customers as discount drivers rather than loyalty drivers. Customers indicated superior service, quality, trust and aligned values as key drivers in developing true customer loyalty. The majority of respondents stated that their selected customer loyalty programme was not developing true customer loyalty. The study provides a clear indication that customer loyalty programmes are not shifting attitudes that lead to ongoing behavioural change such as motivating multiple purchases. A key recommendation resulting from this study is for companies to develop customer-centric loyalty programmes that sincerely consider the needs of the customer, rather than merely attempting to drive sales through discount initiatives masked as customer loyalty programmes.

Thesis (PhD)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: Aim: To assess the effects of initial nutritional status on the responses to a school feeding programme (SFP) among school children in the Millennium Villages Project (MVP), Siaya District, Kenya. Objectives: To establish baseline data on the dietary intake, prevalence of undernutrition, body composition, prevalence of anaemia, body iron stores and vitamin A status in order to assess the impact of the SFP over a 30-month period on the same outcomes. Further, the study assessed the effect of initial nutritional status on the responses to the SFP on growth, the prevalence of anaemia, body iron stores and vitamin A status. Methods: In the MVP, a school meal additional to the children’s usual daily food intake was provided consisting of locally available foods (containing whole fish omena and beef). The meals contributed approximately 25% of the Estimated Energy Requirement (EER), 70% of the Estimated Average Requirement (EAR) for protein, and 18% of EAR for fat. A school meal, additional to the children’s usual daily food intake, was introduced to the control group 6 months into the study as a project scale up initiative. The meal provided 15% EER, 49 % EAR for protein and 10% EAR for fat. A total of 235 children participated in the study and were followed up for 30 months, with 118 in the MVP and 117 in the control group. Statistical analysis included descriptive, Pearson’s chi-square test, repeated measures ANOVA and multivariate logistic regression models. Results: The mean subject age was 7.9 years (2.0 SD) at baseline, and half (51.4%) were boys. More than half of the children (66%) had energy intakes less than the EER. At baseline, the prevalence of stunting, wasting and underweight was 16.9%, 6.0% and 3.6% respectively. Prevalence of linear growth deficit based on height-for-age z-score ≤-1 standard deviation was 48%. Anaemia was higher in the MVP group (82.2%; P < 0.0001) compared to controls (58.1%) while depleted body iron stores was observed in 10.7% of the children. Half of the children in the control group and 30% in the MVP group had an inadequate vitamin A status while 11% of the children had infection/inflammation. At six months after initiation of the intervention, anaemia prevalence was reduced to 41.2% among the controls and 9.3% in the intervention group (P < 0.001). Among the MVP group, children with initial inadequate nutritional status based on weight-for-age z-score WAZ ≤ -1 SD had a higher (P < 0.01) height velocity (2.3 cm/six months) by the 24th month study interval compared to those who had an initial adequate nutritional status based on weight-for-age z-score WAZ > -1 SD. Conclusion: SPF menus were associated with potential for improved growth, gain in lean body mass and reduced anaemia prevalence when inadequate nutritional status was present at baseline. / AFRIKAANSE OPSOMMING: Doel: Om die verband tussen skoolkinders se aanvanklike voedingstatus en die respons op ’n skoolvoedingsprogram (SVP) in die Millennium Villages Project (MVP), Siaya-distrik, Kenia, te bepaal. Doelwitte: Om basislyn data te versamel ten opsigte van dieetinname, prevalensie van ondervoeding, liggaamssamestelling, prevalensie van anemie, ysterstore en vitamine A status ten einde die impak van die SVP oor ‘n 30-maande periode op genoemde uitkomste te bepaal. Verder het die studie ook die effek van aanvanklike voedingstatus op die respons tot die SVP bepaal ten opsigte van groei, die prevalensie van anemie, ysterstore en vitamine A status. Metode: In die MVP is ‘n skoolmaaltyd addisioneel tot die kinders in beide studiegroepe se daaglikse voedselinname voorsien. Die SVP se spyskaarte het bestaan uit plaaslik beskikbare voedsel (bevattende die vissoort omena en beesvleis) en het ongeveer 25% van die kinders se geraamde energievereistes (EER), 70% van hul proteïenvereistes (EAR) en 18% van hul vetvereistes (EAR) voorsien. ‘n Skoolmaaltyd is addisioneel tot die kinders in die kontrolegroep se gewoontelike daaglikse voedselinname ingesluit 6 maande na aanvang van die studie as deel van die MVP se uitbreidingsinisiatief. Dié maaltyd het in 15% van die kinders se energievereistes (EER), 49% van hul proteïenvereistes (EAR) en 10% van hul vetvereistes (EAR) voorsien. Altesaam 235 kinders is by die studiegroep ingesluit – 118 in die MVP en 117 in kontrolegroepe – en is vir 30 maande bestudeer. Statistiese ontleding het beskrywende ontleding, Pearson se chi-kwadraattoets, ANOVA met herhaalde metings, en multivariansie logistiese regressiemodelle ingesluit. Resultate: Die gemiddelde ouderdom van die kinders by basislyn was 7.9 jaar (2.0 SD) en die helfte (51.4%) van die respondente was seuns. Meer as die helfte van die kinders (66%) het ‘n energieinname minder as die EER getoon. By basislyn was die prevalensie van belemmerde groei, uittering en ondergewig onderskeidelik 16.9%, 6.0% en 3.6%. Die voorkoms van onvoldoende lengtegroei gebaseer op lengte-vir-ouderdom z-telling < -1SD was 48%. Anemie was hoër in die MVP groep (82.2%; p<0.0001) vergeleke met die kontroles (58.1%), terwyl 10.7% uitgeputte ysterstore getoon het. Onvoldoende vitamine A status het voorgekom in die helfte van die kinders in die kontrolegroep en 30% van die MVP groep, en infeksie / inflammasie was teenwoordig in 11% van die kinders. Die voorkoms van anemie op ses maande na aanvang van intervensie het verbeter tot 41.2% in die kontrolegroep en 9.3% in die intervensiegroep (P < 0.001). Op 24 maande het kinders met aanvanklike onvoldoende voedingstatus (WAZ < -1SD) in die MVP-groep groter lengtetoename (2.3 cm/6 maande) getoon as hul groepgenote met aanvanklike voldoende voedingstatus gebaseer op WAZ > -1 SD (P < 0.01). Gevolgtrekking: Die skoolvoedingsprogram spyskaarte het die potensiaal getoon tot ‘n verbetering in groei, toename in maer liggaamsmassa en ‘n verlaagde voorkoms van anemie onder kinders wie se basislynvoedingstatus onvoldoende was.

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Despite wide application of community-based programmes to prevent injuries and promote health over the last 25 years, there is a paucity of evaluations from which to obtain evidence regarding the effectiveness and critical factors contributing to achieving effectiveness of these programmes. Research on community-based injury prevention programmes thus far has been driven by the question “does it work?” However, merely establishing whether a programme works or not provides insufficient information to generate new knowledge about these programmes. Many programme evaluations have been characterised as “black box” evaluations, with inadequate information about the intervening and contextual factors that mediate the relationship between the programme and its effects. Opening the black box is essential to developing the best evidence in relation to community-based programmes. Keeping the question “does it work?” in mind as a departure point, the seven studies of this thesis address different aspects of the questions “why does it work?” and “how does it work?” The aim is to aid in the understanding of factors that influence the operation and effectiveness of community-based injury prevention programmes. The findings from the studies support a number of conclusions with regard to the three research questions posed. There is limited evidence for the effectiveness of communitybased injury prevention programmes. Some of the problems of providing convincing evidence are due to the methodological difficulties of evaluating these programs. Contextual conditions and the amount of financial resources available to a programme are key factors associated with the effectiveness of community-based injury prevention programmes. There is inconclusive evidence regarding the importance of some of the socalled success factors described in the scientific literature for achieving effectiveness. While many programmes have access to locally collected injury data, they devote limited time to the analysis of this ssembled data. When selecting interventions, many programmes rely upon tuitive and subjective methods, e.g. discussions in networks, feedback from the general public, and experiences gained in their own work. This style of decision making is “experience-based” rather than evidence-based. The theoretical underpinning of the community-based approach has certain shortcomings, which could explain some of the difficulties in demonstrating effectiveness seen with many of these programmes. Programmes overwhelmingly define geographical units as communities. However, these entities can be highly heterogeneous and characterised by a weak sense of community, which can yield insufficient community member participation and intersectoral collaboration, as well as inadequate reach for many programmes. At the same time, none of the most plausible assumptions of the community-based approach appears to be fully or widely applied in programme practice. The implication is that many community-based programmes do not function at an optimum level.

In South African secondary schools there are learners who undergo a daily struggle with social and emotional problems. The problems learners struggle with include problems like drug and alcohol abuse, suicide, domestic violence, peer pressure, anorexia, bulimia, stress, bullying, and many more. These problems often result in learners experiencing a great deal of pressure. They sometimes feel hopeless as they fail to find suitable solutions for their problems. They often feel alone and as though there is no one whom they can share their problems with and who truly understands. A Peer Helper Programme is a programme that focuses on training a selective group of learners to be peer helpers. A peer helper is someone who understands or someone of more or less the same age as the person seeking for help, has empathy, good listening and communication skills, and offers help and understanding in times of need. A literature study has been undertaken to give the precise description of the concept of peer help, to determine the task and function of a peer helper and to establish what exactly the training of a peer helper should encompass. The results obtained from this information allowed the setting of guidelines for the implementing of a peer helper programme for the effective training of peer helpers. An empirical study was executed to establish the nature and scope of the problems learners in secondary schools in the Klerksdorp school district experience and their needs concerning peer helping. From this study it was concluded that a need exists for peer helping programmes as well as guidelines for the design and implementation of a peer helper programme. Questionnaires were used and the following can be concluded from the investigation: There is an existing need for a peer helper programme as learners who experience problems will rather share this with a peer before telling an older person. A set of guidelines need to be put into place for the implementation of a peer helper programme. To conclude the recommendation is made at the end of this study that a peer helper programme needs to be implemented in every school in the various school districts and that it should stand under the management of the school principle and the assistance of the guidance teacher. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.

The term technology indicates the process where knowledge, skills and resources are applied to identify human problems and needs and to solve it through analysis, planning, manufacturing, implementation and evaluation. Technology education of the learner is important because it becomes necessary for all people to become technological literate to be able to solve problems, to understand and use technology responsibly and to show appreciation for the interaction between man, technology and the environment. Technology is a relative new learning area that was implemented in the curriculum of the Intermediate and Senior phase. The problem is that educators, who received training before the implementation of this learning area, are not specifically trained for this learning area. These educators are specialized in other subject disciplines than the one needed for the teaching of technology. It is important for educators to have adequate subject knowledge and skills, as well as subject specific pedagogical knowledge and skills to teach the subject effectively. Qualified educators can be retrained in a new subject field by attending in-service training courses. In-service training in the South-African school system is currently uncoordinated. is done in an ad-hoc way and is not regarded as part of the professional development of educators. It is especially short courses that show shortcomings with regard to the needs of the educators, time available and form of training. Educators who do attend in-service courses experienced problems to implement the new knowledge and skills in the school situation, due to a lack of support. The need for a comprehensive short course model based on the specific needs of learning area technology teachers was identified. A situation analyses where learning area technology subject advisors as well as the learning area technology teachers were involved, were done, after which a model was presented. The model is based on four variables, namely context, process, strategy and structure, and content. These four variables determine the further development of the model and influence the outcomes, design, implementation, evaluation and closing. Central to the model is the reflection that is integrated with each phase of the model. Through critical reflection problems in each phase can be identified in time after which the necessary adaptations could be made. This will contribute in making sure that training is still done according to the specific participants needs and that it is done as effectively as possible. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2006.