Children have been shown to be particularly vulnerable to the effects of chronic exposure to noise and also aircraft noise. Children attending schools in the vicinity of airports have shown cognitive impairments in reading comprehension, different aspects of memory and attention. This cross-sectional study forms part of a larger longitudinal study conducted at schools in the vicinity of an airport in Durban, South Africa, that was decommissioned and moved. The aim was to investigate the effects of chronic exposure to aircraft noise on children’s memory and attention before the moving of the airport. A purposive sample of 834 grade 5 and 6 learners from 5 schools in noisy and quiet areas near the airport were assessed on aspects of episodic memory, working memory, prospective memory and attention with standardised tests in a classroom context. Performance on working memory and one aspect of episodic memory was significantly better in the group exposed to noise. Prospective memory functioning was significantly better in the quiet group. These results, which to some extent unexpected, may prove important in understanding the effects of chronic noise on different aspects of memory functioning. The results and their implications are discussed in relation to previous studies and theories on the effects of noise on memory functioning.

Thesis (M. A.( Clinical psychology)) -- University of Limpopo, 2013 / Refer to document

Since the advent of the democratic dispensation in 1994, the government of South Africa has made significant steps in addressing issues of national concern. One of the major highlights is a Bill of Rights, as stipulated in the South African Constitution, Act 106 of 1996, which states that every child has a right to basic education. However, in spite of compulsory education, an extremely high rate of absenteeism has been noticed in many primary schools of the Eastern Cape Province in the Nelson Mandela Metropolitan region. The purpose of this study was to develop a deeper understanding of the major factors that contribute to absenteeism in the Govan Mbeki area of the Nelson Mandela Metropolitan Region, with the ultimate aim of promoting school attendance among learners. Both quantitative and qualitative approaches were used to collect the data in two schools. Using purposive sampling, two schools in the Govan Mbeki area were identified. These two schools were known to have a high rate of learner absenteeism. In each of the schools – which, in this research, are referred to as school A and school B, 20 parents, 6 teachers and 20 learners (10 per school) were identified as participants. The major findings of this study show that the factors affecting school attendance are interlinked; and, they include – although they are not limited to – bullying, poverty in households, poor teacher-student relationships, a poor learning environment, and the underperformance of the learners, which, in turn, result in disinterested learners. The study recommends a joint engagement of school, homes and the Department of Education to develop mechanisms, which might help both parents and teachers to navigate potential solutions to curb the trend. Furthermore, there needs to be a concerted effort to reduce household poverty and to sensitize teachers of their responsibilities towards their learners.

M.Ed. (Multicultural Education) / With the emphasis of segregation, alienation between population groups in South Africa has come into being. The school thus has a duty as regards the child's civic development and can play a roll in counteracting such alienation between population groups. Education means, amongst other things, to guide pupils towards social interaction and better intergroup relationships. To successfully incorporate social interaction and better intergroup relationships into our multi-cultural society, a better concept regarding individual and cultural differences is necessary. The lack of intergroup contact and the existence of prejudices and stereotypes, especially among juveniles necessitate pilot surveys to establish strategies for changing and counteracting negative and racist attitudes. A great deal of literature indicates that stereotypes and prejudices can be changed by refining information regarding the stereotypes and prejudices. As such, the contact hypothesis is one of the methods employed to bring about these changes. The information which is obtained from other groups and individuals, may be used to change stereotypes and prejudices. However, inter group contact alone is not sufficient to improve inter group relationships and stereotypes and counter prejudices permanently. Consequently, in this short study, research has been initiated as to the possibility of breaking down and counteracting prejudice and stereotypes by issuing direct and indirect instruction on maintained negative attitudes, usages and habits. Group discussions were held to provide more information on the cultural customs of two groups, and roll-play was employed to promote better mutual understanding. Intergroup contact was arranged between pupils of a black primary school and a white primary school. During the visits the pupils acted according to a preset programme. Before any contact or instruction took place, a pre-test in the form of a semantic differentiated scale was conducted to determine the groups' prejudices and stereotypes. At the conclusion of all activities, this assessment was once ageing made with both groups and any change of attitude could be determined. Although stereotypes offered resistance, a clear modification took constant place in the pupils' prejudices and stereotypes. The teaching strategies employed to bring about a greater knowledge and even appreciation of other groups, helped to produce these changes.

M.A. (Psychology) / Please refer to full text to view abstract

This study examines the topic of the interaction of children’s rights, education rights and freedom of religion in South African schools from a legal perspective. It comprises of a discussion on the historical development of religion in South African schools; South Africa’s international obligations with regards to children’s rights, education rights and freedom of religion and the South African substantive law pertaining to children rights, education and freedom of religion as impacting on legal issues pertaining to religion in schools. The study utilises a desktop approach, which comprises of a wide range of legal and other literary sources, international instruments, statutes and case law on children’s rights, education rights and freedom of religion. Importantly, it highlights the integral connection between these aforementioned rights when dealing with issues pertaining to religion in schools. This thesis illustrates that much of the historical development of religion in schools took place without consideration of children’s rights, or more particularly, the best interests of the learners. Instead, (a particular brand of) religious beliefs were promoted in education above other religions and the well-being of school-children. Furthermore, despite the introduction of specific children’s rights into the Constitution, this thesis emphasises that the rights of children have still not been recognised sufficiently in education laws and policies. It is submitted that children’s rights have a paramount and practical role to play in matters pertaining to religion in South African schools. Consequently, it is recommended that children’s rights, more particularly the best interests of the child principle, should be expressly introduced into education legislation and policies. This will create legal obligations for school administrators and SGBs on the inclusion of children’s rights in religious exemption procedures. Furthermore, it is recommended that national guidelines on religious/cultural exemptions (which incorporate children’s rights) be developed which will set legal parameters for the handling of religious/cultural exemption procedures in schools. This thesis also argues against the interpretation that the right to establish private schools includes the right to require religious conformity from non-adherent learners by way of a complete waiver of their religious freedom. Despite the importance of respecting the right of religious communities to protect and preserve their faith in private schools, it is submitted that this right cannot be exercised without regard for the religious freedom, dignity and best interests of non-adherent children. As a result, it is submitted that the waiver of the freedom of religion of non-adherent children is not consistent with the values which South African society reveres and therefore cannot be enforced. This thesis suggests that there is a way for the rights of private schools and the rights of non-adherent children to co-exist in harmony through the application of the reasonable accommodation principle in private schools. Reasonable accommodation of different faiths teaches religious tolerance to leaners in private schools and ensures that they are prepared to grapple with the religious diversity that they will inevitably face outside of the school environment. It is submitted that the enforcement of reasonable accommodation in private schools is to the benefit of all learners in private schools and to South African society in general. Moreover, this study questions and analyses the state’s provision of compulsory religion education in public schools through the National Policy on Religion and Education. A theoretical distinction is made between religion education and religious instruction in the National Policy itself. Religious instruction refers to the teaching of specific religious beliefs. Religion education refers to the teaching about different religions and worldviews from an academic perspective. It is submitted that the National Policy is correct in removing religious instruction from public schools as this would not be in accordance with freedom of religion or equality rights of learners who are not of the majority faith. It is submitted further that, although the provision of compulsory religion education in public schools impacts upon the freedom of religion of learners and their parents, (if taught correctly) it is a reasonable and justifiable limitation on freedom of religion in that it pursues the legitimate state goal of nation-building through the teaching of religious tolerance and “celebrating diversity” in schools. In light of South Africa’s history of religious discrimination, it must be recognised that the current position (although not problem- free) is a significant step forward in the protection of minority religious rights in South African schools. Despite this, it is submitted that there are numerous problems with the implementation of the National Policy that impact upon the dignity, equality and other rights of the learners concerned. These problems cannot be ignored since they impact upon the daily lives of school children. However, many of these problems can be minimised through more effective teacher training in this subject area. Accordingly, this thesis recommends that the current position be maintained as an acceptable compromise between the two extremes of providing religious instruction in one faith and removing religion education from public schools altogether. However, it emphasises that the state has to make a concerted effort to improve teacher training in this subject area in order to ensure that the objectives of the National Policy are carried out as envisaged. Furthermore, this thesis finds that certain provisions of the National Policy contain not only educational goals, but spiritual goals. Also in some instances, it is difficult to determine whether the religion education curriculum borders on being religious or not. In accordance with freedom of religion, it is submitted that the line between religion education and religious instruction must be clearly drawn in law and in practice. Consequently, the state must reconsider the National Policy and the corresponding religion education curriculum to ensure that they are aligned with the objectives of nation-building in all respects, meaning that any provisions or learning outcomes which have purely spiritual goals- must be amended or removed.

Thesis (M. Tech.) - Central University of Technology, Free State, 2010 / The aim of this study was to establish factors that contribute to poor learner discipline in the primary school. Although discipline has addressed in many schools, putting it through in the classroom is always another story. To address the issue of discipline, this article examines the factors that influence poor discipline in schools, in the Free State province and sought to suggest strategies that may be implemented to improve poor discipline in schools and sustain positive nation of discipline. Questionnaires were administered to educators and information gathered from responses. Both the literature study and empirical research revealed that there were factors which negatively influenced discipline in schools. Finally, several recommendations were made to rectify the current situation.

Thesis (MNutr)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: Background: Omega-3 fatty acids and supplementation is very topical, attracting both public and interest from the industry. Findings from various research studies led a number of authorities to encourage the general population to consume more omega-3. This is the first study of its kind to be conducted in this population. Objective: To determine the current knowledge and trends of omega-3 (n-3) supplementation in parents of children at public primary schools in the City of Cape Town. Design: An observational and analytical and descriptive and cross-sectional study was performed. Methods: Purposive sampling was used to select a minimum of 150 parents from the six (6) randomly selected public primary schools. The schools were then divided into three different living standard measure (LSM) groups. The research questionnaire was made available at the Parent Teachers meetings where all parents had the option to complete the questionnaire anonymously at the meeting. Results: Six hundred and fifty seven (n=657) parents, mostly mothers, with a mean age of 37 years, completed and returned the questionnaires. The mean monthly income (p=0.00, SD=2.63) and the education level (p=0.00, SD=1.37) differed significantly between each of the three LSM groups. Prior to the study, 80.1% of parents (n=526) had heard of omega-3 supplements and overall knowledge of omega-3 was significantly better in this group (p=0.00) when compared to the group that had not heard of omega-3 previously. The overall mean omega-3 knowledge score for the three LSM groups (n=657) was 71%. The high and low LSM groups differed significantly in terms of omega-3 knowledge (p=0.02), but not statistically significantly once adjusted for income and education level (p=0.75). The main sources of information, where all parents (n=526) indicated having heard of omega-3 supplements, was from television (n = 230, 35%), books (n= 220, 33.5%) and the health worker (n=199, 30.3%). A total of 38.5% (n=253) of parents indicated that they gave their children omega-3 supplements. The overall omega-3 knowledge was significantly better (p=0.00) in parents who gave their children omega-3 supplements than the group that did not give supplements to their children. Income and the education level differed between all three LSM groups for those giving their children omega-3 supplements, but these variables did not influence the choice to give omega-3 supplements. Doctors (n=58, 22.9%) and the parents’ own decision (n=60, 23.7%) to supplement were the most favoured sources of recommendation indicated overall. Most parents indicated that the omega-3 supplement they administered was from a marine source (n=105, 41.5%). Only 35.2% (n=89) of parents giving omega-3 supplements indicated they knew the dose they were administering. Most of the children (n=90) were taking 500 mg omega-3 supplements daily. Conclusions and Recommendations: Statistically significant differences existed between the three LSM groups regarding various aspects of omega-3 knowledge and the sources from which parents had been informed and those who gave their children omega-3 supplements. Recommendations include education and public health programs supplying information to parents on omega-3 supplementation, as well as on omega-3 in the children’s diets. / AFRIKAANSE OPSOMMING: Agtergrond: Omega-3 vetsure en supplementasie is ‘n baie aktuele onderwerp, wat beide die belangstelling van die publiek en industrie betrek. Bevindinge van verskeie navorsingstudies het daartoe gelei dat verskeie instansies die algemene publiek aanmoedig om meer omega-3 in te neem. Dit is die eerste studie van sy soort wat in dié populasie groep gedoen is. Doelwit: Om die huidige kennis en tendensies/neigings in omega-3(n-3) supplementasie in ouers van kinders by publieke laerskole in die stad Kaapstad te bepaal. Ontwerp:’n Waarnemende- en en analitiese en beskrywende- dwarsdeursnitstudie is gedoen. Metode: Daar is gebruik gemaak van ‘n doelgerigte steekproefneming om ‘n minimum van 150 ouers uit ses (6) ewekansig geseleteerde publieke laerskole van uit te kies. Die skole is in drie verskillende lewenstandaardgroepe (LSM) verdeel. Die navorsingsvraelys is by ‘n Ouer-Onderwyservergadering beskikbaar gestel en alle ouers het ‘n geleentheid gehad om die vraelys anoniem by die vergadering te voltooi. Resultate: Seshonderd sewe-en-vyftig (n=657) ouers, meestel moeders, met ‘n gemiddelde ouderdom van 37 jaar, het die vraelyste voltooi en teruggegee. Die gemiddelde maandlikse inkomste (p=0.00, SD=2.63) en vlak van opvoeding (p=0.00, SD=1.37) het noemensvaardig tussen elk van die drie LSM groepe verskil. Voor die studie het 80.1% van die ouers (n=526) al van omega-3 supplemente gehoor en die algehele kennis van die groep was beduidend beter (p=0.00) as die groep wat voorheen nie van omega-3 gehoor het nie. Die gemiddelde algehele omega-3 kennistelling vir die drie LSM groepe was 71%. Die hoë en lae LSM groepe het beduidend ten opsigte van omega-3 kennis (p=0.02) verskil, maar nie statisties- beduidend wanneer dit vir inkomste en opvoedingsvlak (p=0.75) aangepas is nie. Die hoofbronne van inligting waar al die ouers (n=526) wat aangedui het dat hulle van omega-3 supplementasie gehoor het, was deur televisie (n=230, 35%), boeke (n=220, 33.5%) en die gesondheidswerker (n=199, 30.3%). ‘n Totaal van 38.5% (n=253) ouers het aangedui dat hulle hul kinders omega-3 supplemente gee. Die algehele omega-3 kennis van ouers wie hulle kinders omega-3 supplemente gee was statisties beduidend beter (p=0.00) in vergelyking met die groep wat nie supplemente vir hulle kinders gee nie. Die inkomste en opvoedingsvlak het verskil tussen all drie LSM groepe wat hulle kinders omega-3 supplementasie gegee het, maar hierdie veranderlikes het nie die keuse om omega-3 supplemente te gee beïnvloed nie. Mediese dokters (n=58, 22.9%) en die ouer se eie besluit (n=60 23.7%) om te supplementeer, was die gunsteling bronne van aanbeveling in die algemeen. Die meeste ouers het aangedui dat die omega-3 supplement wat hulle gegee het van ‘n visbron afkomstig (n=105, 41.5%) is. Net 35.2% (n=89) van die ouers wat omega-3 supplemente gee het aangedui dat hulle die dosis kenwat hulle gee. Meeste van die kinders (n=90) het 500mg omega-3 supplemente daagliks gekry. Gevolgtrekking en aanbevelings: Statistiese beduidende verskille is tussen die drie LSM groepe ten opsigte van verskeie aspekte van omega-3 kennis en bronne waaruit ouers ingelig is, sowel as die ouers wie hulle kinders omega-3 supplemente gegee het, gevind. Aanbevelings sluit opvoeding en publieke gesondheidsprogramme in, wat inligting aan ouers sal verskaf oor omega-3 supplementasie sowel as omega-3 in die kinders se diëte.

From Introduction: As the headmaster of a large co-educational High School in East London, I have to counsel Standard 7 pupils at the end of each year with regard to their subject choices for the Senior Secondary phase. In consultation with the teacher-psychologists and the Standard 7 teachers, one has to make decisions with regard to subjects which could have far-reaching effects on the pupil. Year after year the greatest discussion and most difficult decisions concern whether or not to continue with mathematics. At the end of the Standard 7 year, the pupil is faced with a choice of subjects, one of which is usually mathematics. Depending on the school, this choice is often wide and the average Standard 7 pupil can, in spite of careful counselling and advice, still be bewildered and confused. One of the best methods of objectively predicting pupil performance is through the use of various standardised tests. Although some norm-based tests exist, very few schools apply these tests to help predict mathematics performance in the Senior Secondary Course. To aid the pupil in deciding whether or not mathematics should be taken in Standards 8, 9 and 10 it would be extremely useful if there were some guide or predictor on which this decision could be based, as it is generally accepted amongst teachers that mathematics can be a stumbling block in the Cape Senior Certificate, particularly by the weaker candidate. If it could be shown that the Standard 7 year-end mathematics mark could be used to help predict whether :- •the pupil would be likely to pass or fail mathematics in the Cape Senior Certificate; •what symbol the pupil would obtain; a decision as to whether or not he should continue with the subject could be made at this stage, and, depending on his Standard 7 mark, what the likely consequences of this decision would be. In the United Kingdom in particular, the use of A-level examination results have been used as predictors in subsequent educational courses and this has been the subject of fairly extensive research during the 1970's. The extent to which O-level examination results are predictive of A-level achievement has, however, received very little attention. The situation in South Africa is very similar and very little, if any, work has been done in assessing the effectiveness of using school marks in the lower standards of high school to predict marks in the upper standards. It is difficult to suggest a reason for this as such work would be of inestimable value in providing information for use in the counselling and selection of subjects for pupils embarking on the Senior Secondary Course.

In this study the main focus is on the experiences of former street children as learners. The main emphasis of this study is the manner in which such experiences influence these children’s learning towards constructing new identities. By examining the experiences of former street children in a school environment, namely a teaching and learning environment, this study will contribute towards the literature by providing focused and relevant information pertaining to the way former street children experience learning. By focusing on these particular learners from the street, the study attempts to explore and build an insightful knowledge in terms of understanding how former street children perceive learning in relation to their present personal and past life on the streets. Through this study the researcher will hopefully be able to determine how former street children feel, experience and relate to teaching and learning within a school context. Data collection for this study included the researcher’s observations and face-to-face unstructured in-depth phenomenological interviews with learners who are formerly from the streets. Among others, the study found that these particular learners have low self- esteem, a low opinion of themselves, and lack of self- confidence. The study also revealed that some of these learners are struggling academically and would appreciate it if academic was parallel with vocational skills so as to equip them for the world of work. It also transpired that learners who have relationships with those who have not been to the streets changed their lives for the better by learning from their peers but those who have relationships with other former street children at this school continue to engage in deviant behaviour, for many schooling has helped them to reclaim their childhood identity.