Because of the extent and immediacy of the problem of AIDS in the RSA and because this disease, which is mainly transmitted by voluntary human behaviour, has no cure, the need for educational programmes to curtail the spread of AIDS is seen as of prime importance in the RSA. At present there is little published research about the levels of knowledge of AIDS attained by pupils in junior and senior schools, nor of the attitudes they have towards the disease. It was felt that without this information, it would be difficult to develop appropriate AIDS education programmes. In this research, questionnaires were administered to investigate the knowledge of and attitudes towards the acquired immunodeficiency syndrome - (AIDS) - of the standards 5, 7 and 9 pupils at four private schools. These three age groups were chosen in order to look at the possible effects of the maturation process on these pupils' perceptions of AIDS. A questionnaire was also completed by selected school personnel to provide background information on any existing AIDS education in the schools. A pilot study was carried out with a small group of pupils in order to establish the areas of concern being expressed by senior school pupils. The results of the survey have shown that while there is a gradation in the knowledge levels of the pupils in standards 5, 7 and 9, there is a need for more intensive teaching of AlDS at or before the transition from junior to senior school. That the pupils perceive a need for school-based education, particularly in order to acquire knowledge of prevention strategies, was evident. The attitudes of the majority of the pupils towards AIDS sufferers were found to be tolerant or circumspect, although there was evidence of intolerance from some quarters. The fears of the pupils were found to stem largely from the unique characteristics of the disease and a lack of knowledge of how to protect themselves against it. In developing guidelines for a programme of AIDS education for the South African schools, the programmes and interventions currently operative in the USA, Great Britain, Europe and two African countries were considered. This research has raised a number of questions, the answers to which will he important in the development of future programmes of AIDS education

Operating room nurses form the corner-stone of the operating room because perioperative care of the patient rests mainly in the hands of the nursing personnel. Unique challenges face nurses functioning in the stressful surgical environment where anticipation to prevent or cope with life-threatening situations is the order of the day. The operating room nurse must be knowledgeable, skilled and alert, as he/she is held accountable for all acts of commission and omission. To ensure that nurses are appropriately educated and trained and able to keep trend with the changing technology in the operating room, it is essential that learning programmes meet the minimum standards for registration as prescribed by the South African Nursing Council. Reviewing and evaluating learning programmes on a regular basis by specialist nursing educationists, are therefore essential to ensure that the standards of education and training are maintained and upgraded if required. The aim of this study is to explore and describe the various Operating Room Nursing Science Learning Programmes offered at accredited Higher Education Institutions, utilized for the education and training of the operating room nursing students in South Africa. The proposed research is based on a qualitative paradigm and the theoretical grounding is found in Bergman’s model for professional accountability (Bergman, 1982:8). A document analysis of five approved comprehensive Operating Room Nursing Science Learning Programmes from higher education institutions in South Africa (nursing colleges and universities) was carried out, together with a sixth programme, the Operating Theatre Learning Programme, as suggested by the Standard Generating Body. Requests for permission were forwarded to the management of the selected colleges or universities for inclusion of the respective programmes in the study. The researcher formulated and utilized thirty-four essential criteria derived from three documents, the first being a document entitled “Proposed Standards for Nursing and Midwifery Qualifications” submitted to the SANC and SAQA by the SGB for Nursing and Midwifery (2001-2004). The second document entitled the Public and Private Higher Education Institutions format template for criteria for the Generation and Evaluation of Qualifications and Standards within the National Qualifications Framework was also utilized (SAQA, 1430/00) and thirdly the researcher included the most relevant criteria from the list of criteria for curriculum development as indicated by the South African Nursing Council. Various tables were compiled, to reflect the findings of the document analysis according to the thirty-three criteria indicated above, to provide a clear and broad overview of the specific data in the respective six Operating Room Nursing Science Learning Programmes utilized in the study. In conclusion recommendations for a broad macro-curriculum were made to facilitate formulation of programmes in Operating Room Nursing Science relevant to the South African context.

D.Cur. / Intensive nursing science in the Republic of South Africa has become so comprehensive and has gained momentum to such an extent the curriculum for the diploma in intensive nursing science no longer suffices. This study has attempted to identify the scope of intensive care for the professional nurse within the context of the community need for intensive care and to develop the curriculum in accordance. To achieve this purpose a theoretical framework was compiled out of the literature according to which the curriculum was evaluated. The task of the professional nurse in intensive care was identified by means of a literature study, observations and interviews. In addition, a statistical survey was done of the diseases with which the patients are admitted into intensive care units. It is obvious that the prescribed curriculum has, to a large extent achieved its aim but an explicit need was indicated for more training schools and trained professional nurses in intensive care. The evaluation practices for the diploma in intensive nursing science must be placed upon a scientific basis.

M.Cur. (Professional Nursing) / Nursing as a humanistic profession has a responsibility to train expert practitioners with a responsibility towards the community. A variety of factors necessitate the cooperation between distance education an~ contact education. Some residential universities are planning, or are involved in, the presentation of courses through distance education. For the purpose of this study, a descriptive contextual investigation was undertaken of the profile of distance learning nursing students; and with a view to provide guidelines to residential universities for .the preparation and presentation of distance education courses. Relevant literature pertaining to distance education and contact education was studied and the Nursing for the Whole Person Theory as 'Nell as Holmberg's theory on guided didactic discussion formed the basis for compiling a conceptual framework for this study. A questionnaire was handed out to distance learning respondents at an Institute for Nursing and findings were obtained from them. It appears that the older, more adult person who has job and household responsibilities, is involved in distance education. It also appears that guidance by the tutor, especially by indirect means through the use of stUdy guides and assignments, is important. Supporting services, such as student counselling and accessible libraries, are needed. A variety of support groups can either have a positive or negative influence on the student's motivation level as well as success in her studies. Closer contact between educational institution and employer is recommended. All the facilities which are conducive to the studenfs learning should be functional and supportive guidance by the tutor, especially through indirect contact, is important for the student's success and motivation level. In the recommendations and guidelines possible solutions to problems are suggested. This accommodates the conceptual framework for interaction between the tutor, system and student to facilitate positive patterns of interaction between student's internal and external environment. A responsible, expert and independent practitioner can thus develop.

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

M.Cur. / Please refer to full text to view abstract

A Master’s Thesis Submitted to the Faculty of Humanities School of Human and Community Development Psychology For the Degree of Masters in Educational Psychology University of the Witwatersrand, Johannesburg 2019 / Inclusive education, a system adopted in post-apartheid South Africa, is an education system which seeks to protect the rights of all learners, irrespective of the barriers to learning and development which they may be facing. It is based on the premise that all learners have the right to an education, and that the education system needs to ensure that they have the appropriate systems in place to ensure that this right is protected. Barriers to learning and development impedes the learning process, and they need to be addressed in order for the basic need of education to be met. One of the key stakeholders in overcoming barriers to learning and development, and ensuring the successful implementation of inclusive education, are parents. This exploratory and descriptive qualitative study aimed to explore the manner in which parents conceptualise barriers to learning and development, and their attitudes towards them. Seven parents participated in individual interviews, and the data from the interviews were analysed using thematic analysis. Participants were parents of school-going children, who had placed their child in one specific mainstream school in Lenasia. The analysis of the interviews revealed that parents hold an overall positive view of inclusive education, but that this perception shifts to a more negative one in light of considering the impact it might have on their own children. Parents are also able to identify barriers to learning and development being faced by the general population of learners in South Africa; these included language and cultural barriers, socio-economic deprivation, transport barriers, as well as large classrooms, and a lack of discipline within classrooms. Most of the participants’ responses regarding the barriers to learning being faced by their own children related to barriers within the chosen school, such as teacher attitude and teacher competence, as well as a perceived lack of support from the school. Finally, parents regarded parental involvement as a central contributing factor to the successful education of their children. / XL2019

Bibliography: leaves 186-191. / This study documents Mavis Taylor's teaching of Improvisation at the University of Cape Town and provides a critical analysis of the improvisational methods she uses in the training of actors. It places her teaching within the wider field of improvisation understanding the importance of knowledge of 'self for the craft of acting. There is discussion around the role of the imagination and spontaneity in actor-training, and debate is raised regarding the concepts and practice of sensory and emotional memory training. The significance of teaching structure and form as a method for students to manipulate the medium of improvisation is argued, proposing that the creation of alternative meanings and 'realities' is the essence of acting.

A dissertation submitted to the Faoulty of Arts, University of the Witwatersrand, in partial fulfilment of the requirements for the degree of Master of Arts (Industrial Psyohology). / stress management training is costly, yet widely used in industry with high expectations of the immediate and long-term benefits to both individual employees and the organisation (Monat & Lazarus( 1991). It has become apparent that, in spite of the banality of such stress management training, there is a significant lag in evaluative research to support these techniques (Cullen & Sandberg, 1987). The aim of the study was thus to appraise the effectiveness of a stress management programme in terms of individual psychological benefits (reduced stress; increased coping capacity; perceived control) and work attitudes (job satisfaction; propensity to leave the organisation). A second aim of the study was to determine whether, over the course of the intervention, there would be any significant differences in the outcome of the programme, for those demonstrating negative or positive affective predispositions. Data was collected using a self-report strategy in a field setting, using a short-term longitudinal research design. The sample consisted of 27 employees participating in a stress management programme. Matched-pair t-tests were generated to evaluate the extent of the impact of participation in the stress management progamme on subjects, from pretest to posttest. The main findings of the study were that the stress management programme intervention yielded only small changes in stress, coping, perceived control, job satisfaction and propensity to leave. Theoretical and practical implications of the findings are discussed and future directions for research considered. / AC 2018

A research report submitted to the Faculty of Science in partial fulfilment of the requirements for the degree of Master of Science. Johannesburg March 2015 / This research was motivated by the necessity for Biotechnology education in the General Education and Training (GET) phase as biotechnology influences our daily lives in almost every way. Our human population is continually increasing and there is a need for increased food security to sustain the larger population. Hence technological advancement in the medical, agricultural and commercial sectors are taking place every day. Therefore, biotechnology education is necessary at an early age in order for learners to make an informed decision about the different products that are available in the market. This qualitative study aimed to identify the knowledge of and attitude towards biotechnology among grade 9 learners. This study was conducted in two South African schools in the Gauteng province. A total of 360 learners participated in the study and 25 learners from each school were selected as the sample for the study. Data was gathered using a questionnaire which consisted of closed ended and open ended questions based on knowledge and attitudes. The data analysis was essentially qualitative as it involved interpretation of the learners’ response in order to gain further understanding and insight. However, part of the questionnaire i.e. question 2 was quantitative. The data analysis revealed that grade 9 learners do indeed have knowledge about biotechnology. However, some of the knowledge they have, has many misconceptions i.e. in terms of genetic modification, inserting or removing genes and this largely due to a lack of formal teaching, as it is not a requirement in the grade 9 Natural Science curriculum. This information is useful for teachers teaching Natural Science and for teachers teaching Life Sciences to grade 10, 11 and 12, as well as curriculum developers.