Magister Psychologiae - MPsych / The South African Choice on Termination of Pregnancy (CTOP) Act (no. 92 of 1996) regulates the process of termination of pregnancy in the country. However, research has shown noncompliance to the stipulation leading to clandestine practices, ostracism and lack of knowledge regarding the Act. The aim of this study was thus to explore perceptions of Psychology Honours students toward termination of pregnancy as well as to investigate their knowledge of the CTOP Act and assess how far the legislature informs their perceptions, if at all. Although CTOP Act legislation stipulates pre and post CTOP counselling, evidence suggests that few women seeking termination of pregnancy (TOP) rarely receive counselling as envisaged. Numerous challenges were indicated as factors affecting the implementation of this stipulation. Considering this evidence, the way that prospective mental health care professionals such as Psychology Honours students’ – perceptions toward TOP were regarded pivotal in engaging with the implementation of the TOP legislature. A qualitative exploratory research design was used to explore and describe the perceptions that Psychology Honours students have toward TOP. Individual interviews with 15 students from a historically disadvantaged university in the Western Cape were conducted and recorded. The collected data was transcribed verbatim and thematically analyzed using Braun and Clarke’s model of Thematic Analysis. The results from the collected data reveal complex perceptions toward TOP. Participants reflected gradual modification of their perspectives due to exposure to different contexts and views in tertiary institutions, different friends and social engagements. Most participants indicated a religious background, however, indicated deviation from religious prescriptions pertaining to TOP.

Magister Public Health - MPH / South Africa is undergoing epidemiological transition characterised by large shifts in dietary patterns. Modern societies seem to have adopted a ―Western diet‖ which is high in saturated fats, sugar, salt, refined foods and low in fibre. Poor dietary intake practices are closely linked to the development of non-communicable diseases (NCDs), which are the leading causes of death globally. Among the prevalent NCDs is diabetes, which is closely associated with obesity. South Africa is not spared the widespread increase in diabetes and obesity, in both rural and urban settings. Aim: The aim of this study is to investigate the prevalence and the risk factors of diabetes and obesity, with special focus on dietary intake practices, among black urban South Africans residing in Cape Town, Western Cape, and black rural South Africans residing in Mount Frere, Eastern Cape. Methods: A quantitative, cross-sectional descriptive study design was utilised which involved the analysis of baseline data collected in 2009 and 2010 from the Cape Town cohort of the Prospective Urban and Rural Epidemiological (PURE) study. The study included a total of 2038 black South Africans, men and women, rural and urban, who were from the ages 35 to70 years. The PURE adult questionnaire was used to collect socio-demographic, anthropometric and medical history data. Dietary intake data was also collected using a standardised food frequency questionnaire from the PURE study. Data analysis was done using SPSS (version 25.0) and Stata (version 14.0) statistical programmes. Data on nutrient intake was summarised as means and standard deviations. Pearson correlation and multivariate regression analysis were performed to assess the relationship between dietary intake practices, diabetes, and obesity, and to predict risk.

Magister Curationis - MCur / Background: Postpartum haemorrhage (PPH) is one of the most preventable causes of maternal death, yet it still ranks as one of the main conditions responsible for maternal mortality. PPH occurs at a stage when a mother is the least likely to receive care, and mothers often do not survive to be referred to a more specialised level of care. This is compounded by the patient not being able to warn healthcare providers timeously about their condition and healthcare providers lacking training resulting in a lack of accuracy in diagnosis, lack of resources, and differing methods of treatment. Due to the lack of consensus in available treatment options, and the paucity of research aimed at clinical interventions for midwives at the primary care level, this research report aimed to investigate the evidence in order to establish the best practices and evidence for clinical interventions to manage postpartum haemorrhage for midwives at the primary care level. This is to ensure that the continuing education for midwives in practice is based on evidence to keep their skill set current and expose practitioners to the latest evidence based care. Aim: To systematically review all available published evidence for the acute non-pharmaceutical, non-surgical, management of PPH for use by midwives at a primary maternity care setting.

Master of Public Health - MPH / Background: The irrational use of medicines is a global public health challenge, particularly in developing countries like Nigeria. One of the consequences of irrational medicine use is rising antimicrobial resistance, which continues to contribute to the increase in morbidity, mortality, and high cost of care, despite breakthroughs in medicine and new treatment options. Community pharmacists have been identified as contributors to antimicrobial resistance through their antibiotic dispensing practices. However, there is little research on community pharmacists who provide private healthcare in Nigeria. Aim: This study described the antibiotic dispensing practices of community pharmacists and factors associated with such dispensing practices in Jos, Nigeria. Methodology: The study used a cross-sectional descriptive design. Simple random sampling was used to select a sample of 84 community pharmacies out of a total of approximately 107 community pharmacies in Jos, and one community pharmacist from each community pharmacy. A research assistant was trained to administer the questionnaire along with the researcher and collect information on community pharmacists’ demographics, antibiotic dispensing practices, and the factors associated with those dispensing practices. The socio-demographic data was analysed via descriptive analytical tools such as simple percentages and crosstabulations. These tools were used to generate a descriptive picture of the data, patterns and associations using SPSS version 25. Quantitative content analysis was done on responses to scenario-based questions, and recommendations made as to how the dispensing of antibiotics could be improved. Ethical clearance was obtained from the University of the Western Cape Biomedical Research Ethics Committee and Jos University Teaching Hospital, while informed consent was obtained from all community pharmacists before the commencement of the study. Results: The majority of the community pharmacists (87%) indicated that patients could purchase antibiotics without prescription from their pharmacies, and most pharmacists (98%) asked for reasons why antibiotics were demanded for without prescriptions. While 58% indicated that patients could purchase partial quantities of prescribed antibiotics at their pharmacies, 96% investigated the reasons for partial requests, and 94% counselled on the right dosage and frequency of the prescribed antibiotics. Sixty-seven percent of the pharmacists indicated that one of the major reasons for dispensing antibiotics without prescription was self-medication by patients, while most (87%) indicated that financial constraint was a major reason why patients requested for partial quantities of prescribed antibiotics. Conclusion: The dispensing of non-prescribed and part-prescribed antibiotics is a common practice amongst community pharmacists in Jos, Nigeria. Enhancing the financial status of Nigerians, as well as ensuring stricter regulatory measures on antibiotic use, would help promote rational use of antibiotics and reduce rising antimicrobial resistance rates.

ABSTRACT This research is a Qualitative Case Study which investigates the electronic literacy practices of one English teacher and two Grade 10 English classes in a Muslim High school outside of Johannesburg. This study seeks to find out what the forms of electronic literacy used in the classroom are and for what purposes these are used. It is also aimed at investigating how the students in the English classroom engage with these forms of electronic literacies and whether or not gender plays a role in their engagement. This study draws on work in New Literacy Studies, particularly theories of literacy as social practice, Multiliteracies and multimodality as well as current research in the field of electronic literacy. Although there have been numerous studies in the fields of electronic literacy and digital literacy in developed contexts like the United Kingdom and Australia, there is a paucity of research in South Africa in the field and particularly in the area of electronic literacy in the English classroom. The main sources of data were: classroom observations from which field notes were created and group interviews with the students as well as an interview with the English teacher. The findings of this study reveal that being electronically literate in the English classroom means having access to sophisticated forms of technology not only inside the classroom but also outside as well as having a certain degree of fluency around computer use. The forms of electronic literacy used by the English teacher and the purposes for which they were used demonstrate his pedagogy in English and the social forces that shape the production of this pedagogy. The research shows an expansion of the teacher’s role in the English classroom as he is no longer only ‘a mediator of learning’ but a mediator of technology. The status of the text has also changed as the ‘disappearance’ of print-based texts from the classroom was noted with the foregrounding of visual texts and hypertexts. It was found that the students on the whole were engaged with the technology used in the classroom and expressed a preference for its integration into their lessons as opposed to the traditional ‘reading and writing’ practices. Additionally, students’ engagement did not vary according to gender.

No description available.

One of the population groups most acutely infected and affected by HIV/AIDS are adolescent females. Coercive practices and gender inequalities have been cited as important determinants of women’s HIV risk. This research aims to explore adolescent girls’ understanding of their identity and heterosexual sexuality. In addition, this study intends to assess the implications that gendered powered relations held for understanding the risks and dilemmas that young women are confronted with in relation to HIV/AIDS contraction. This research presents the findings of a qualitative and quantitative study conducted using a self-constructed questionnaire that was administered to a purposive sample of adolescent girls aged 13-18. Content analysis is used to analyse the data, the aim being to extract themes as they emerged from the data. Some of the following themes were identified as significant in the girls’ responses: The physical changes that occur during adolescence were highlighted alongside the viewpoint that adolescence is a time of inconsistency and turmoil. Self-worth was closely linked and related to socially desirable characteristics, and in addition gendered behaviour was widely endorsed amongst these girls. Romantic relationships were an important component of these girls’ lives. However, many described their relationships as being less sexual and more emotional in nature. The awareness of sexual readiness and choice hold positive implications for HIV/AIDS. A common consensus existed regarding practicing safe sex and almost all respondents agreed that the onset of sexual intercourse should be postponed until the age of 18 years or older. It appeared that although adhering to feminine stereotyped behaviour could be protective in the sense that it may result in less risky sexual engagement, it however, was also apparent that it could render females less powerful within their heterosexual relationships, thereby increasing their vulnerability to HIV infection. Although only a small proportion of the respondents experienced being forced into a sexual encounter against their will, an underlying fear of sexual coercion or threat nevertheless, emerged. It is concluded that sex education should engage with gender-stereotyped behaviour especially during early and middle adolescence when identities are being formed and developed.

Thesis advisor: Theresa A. O'Keefe / In this dissertation, I argue that Bible education is best understood as training students to improvise responsibly with Scripture. I explore this pedagogical model by reflecting on my experience as a Bible instructor at Cristo Rey New York High School, an inner city Catholic school. The goal of a Cristo Rey education is the integral liberation of students. In the language of liberation theology, to be "integrally liberated" is to survive and to thrive on all levels - material, cultural, psychosocial, and spiritual. Learning to improvise responsibly with Scripture helps students to grow in integral liberation. It helps them develop the capacity to perceive and to act with greater freedom, discernment, and commitment. It helps them to handle and interpret the Bible in ways that are creative, critical, and true. Here being true means more than being factually accurate; it means being true to the text, being true to the needs of one's interpreting community, and being true to the inner promptings of God's Holy Spirit. Responsible improvisation connects Biblical interpretation with artistry, with problem-solving, and with the construction of counter-cultural spaces. The dissertation supports a pedagogy for improvising responsibly with Scripture in several different ways. In the first chapter, I explain my proposal and the teaching experiences on which it is based. The first half of the chapter introduces the Cristo Rey setting within which I developed the Biblical pedagogy theorized and refined in this project. The second half begins to locate and unpack that pedagogy in terms of academic disciplines and relevant terms. I explain more concretely what I mean by "training students to improvise responsibly with Scripture." I also describe what I mean by "integral liberation," and by "interpretations that are creative, critical, and true." Chapter Two answers the question: "Why consider teaching a program of training?" I use the theory of Situated Learning to outline the religion classroom as a place of training, where students learn to master different interpretive practices in the midst of intersecting communities. I show how my model accurately reflects the teaching and learning dynamics of high school classrooms. A situated learning perspective helps educators identify specific areas where their interventions can help students become better, more responsible Scriptural improvisers. Chapter Three answers the question, "How can you train students for improvisation?" In this chapter, I correlate my educational model with the popular educational technique known as Theatre of the Oppressed (TO). TO brings together critical pedagogy and creative expression to help participants improvise artful and liberating social actions; it has proven both powerful and enduring in a broad range of class and cultural settings. I use TO as a generative metaphor to help teachers imagine more deeply and richly what training students for responsible improvisation might look like. Chapter Four steps back to take in a broader perspective. It answers the question, "Is this pedagogical model coherent? How does it all hang together?" In this chapter, I use the Pragmatist theology of Donald Gelpi, SJ as an overarching framework. I relate the concepts of "interpretation," "creativity," "responsibility," and "norms" with each other, and with a theology of God's Holy Spirit. Using Gelpi's semiotic realism as a conceptual framework shows how my pedagogy is not only conceptually coherent, but also convincingly rooted in the Christian intellectual tradition. Chapter Five presents a detailed example of teaching the Bible for responsible improvisation. It outlines the process of preparing and teaching a chapter from the Gospel of Matthew - specifically, Mt 13, the "Parables Discourse." This chapter argues that a warrant for improvising responsibly with Scripture can be derived from the Gospel itself. In short, I argue that "training students to improvise responsibly with Scripture" is a justice-grounded, empirically accurate, pedagogically compelling, intellectually coherent, and eminently Christian approach to teaching the Bible in Catholic schools. I conclude by discussing the implications of such a model in the context of Catholic educational ministry and ministerial training. / Thesis (PhD) — Boston College, 2015. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Religious Education and Pastoral Ministry.

ABSTRACT This phenomenological study examines knowledge acquisition and the environmental practices of Shitlhelani community members in relation to the uses and benefits of electricity. Prior to the installation of electricity, the main source of fuel was wood which villagers gathered from the natural vegetation surrounding their village. ESKOM installed electricity to the village in 1985 and 1994, however deforestation of the surrounding area continued. This research study draws primarily on a qualitative research paradigm, using participant observation; semi-structured interviews and document analysis, to investigate the relationship between knowledge and the development of healthy environmental practices. The qualitative research paradigm allows insight into the social context and experiences of the Shitlhelani villagers in order to understand the complexities and diversity of their daily lives. The study’s main findings highlight the need to recognise and value the existence of social networks, and the importance of fostering collaborative learning within communities to achieve collective action. Developing social capital as a framework that supports the process of learning through interaction is necessary if the Shitlhelani villagers wish to develop their community educationally, socially, economically and environmentally.

Abstract The study aimed to investigate the issue of women’s access and rights to land in Kenya. The study targeted Yaw Pachi women’s group, Siaya district who have experienced several problems of land tenure in terms of access and rights within their community which is Luo by tribe. The factors that influence these women’s access to land were also examined. The factors included Luo customary law, Luo customary practices, statutory laws as well as statutory institutions. The study also aimed to analyse the 2006 Draft National Land Policy by looking at what aspects of gender reform had been incorporated into the policy. The study examined the role of the land board as a statutory institution responsible for ensuring women and men have equal access and rights to land. In order to collect data, this study used qualitative method of social research. The researcher chose a small sample based on the research being conducted using a case study method. The sample was from an area where the phenomena such as customary laws and practices are prevalent. Qualitative research enables the researcher to collect and analyse in-depth information on a smaller group of respondents. Documentary analysis, interview techniques were used to gather data. The study population comprised of seventeen women from Yaw Pachi women’s group in Siaya district and twelve key informants. The key findings of the case study of Yaw Pachi women’s group shows that women can gain access to land in Siaya district mainly through marriage and by association with a male relative, who could be the woman’s father, father in-law, brother or son. Although the law of succession states that women can inherit land from their fathers, most findings revealed that this does not happen in reality. The 2006 Draft National Land Policy that intends to solve all the disparities women face when it comes to equity in land resources has been put on hold following an unsuccessful constitutional review in 2005.While the policy acknowledges that there are customs that discriminate against women, it also seeks to promote customary systems of land tenure. The Draft National Land Policy proposes a pluralist approach to land reform.