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Experiences of South African Indian women screened for postpartum depression.Kathree, Tasneem. January 2010 (has links)
Postpartum depression is a debilitating condition that has been researched in different populations. A surge in prevalence has been noted in non-western cultures and extremely high prevalence has been recorded in some South African studies. There is a dearth of literature on prevalence or experiences of postpartum depression in South African Indian women. AIMS: This study sought to understand the causes and experiences of South African Indian women potentially suffering from postpartum depression with a view to making recommendations for prevention and care of postpartum depression. METHOD: Low-income South African Indian women were screened for postpartum depression at primary health care clinics at two locations in KwaZulu-Natal. The Edinburgh Postnatal Depression Scale was used to screen women for postpartum depression. A semi-structured interview was then carried out to determine eight women’s levels of coping. These included individual, interpersonal, community, societal and cultural coping mechanisms and support systems. RESULTS: In line with other studies on postpartum depression, the study revealed that interpersonal issues, abusive relationships, economic hardships and a lack of adequate social support precipitated or aggravated depressive feelings in the postpartum period. CONCLUSION: A number of recommendations for prevention and treatment of postpartum depression were identified and include Routine Screening, Psycho-education, Interpersonal Therapy, Task-shifting to Community Health Workers to aid in prevention and treatment and increased maternity and paternity leave. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Durban, 2010.
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The composition and establishment of standard scores on selected physical fitness tests for Indian girls between the ages of 10 years and 17 years.Hemraj, Rampersadh. January 1975 (has links)
In recent years the area of physical fitness has been of special interest. In a number of countries national fitness programmes have been launched to increase the awareness of the importance of physical fitness at all levels.
Literature on the testing of physical fitness abounds, particularly in the United States of America. Several books on tests and measurements in physical education are available, and these provide invaluable guidelines to teachers of physical education in the important aspects of evaluating and assessing the physical fitness and progress of pupils. Howeyer, in South Africa, research in this
important area is limited, especially in so far as Indian pupils
arc concerned. In the present study an attempt is made to establish norms on selected tests of physical fitness for Indian girls. The study is divided into five parts as follows:
CHAPTER ONE presents the rationale for the establishment of norms for Indian girls in South Africa. CHAPTER TWO gives a review of the relevant related literature. CHAPTER THREE gives an outline of the method of study. CHAPTER FOUR gives an analysis and presentation of the results. CHAPTER FIVE includes a discussion of the results, a summary and conclusion; and some recommendations for
further research. / Thesis (M.Ed.)-University of Durban-Westville, 1975.
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A study of forecasting procedures and the use of methods of future research in determining the demand for and supply of teachers in Indian schools in South Africa from 1975 to 2000.Nair, Ganesh Kitoony. January 1975 (has links)
No abstract available. / Thesis (M.Ed.)-University of Durban-Westville, 1975.
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An investigation of gender discrimination against South African women educators of Indian descent.Pahliney, Kethamonie. January 1991 (has links)
Claims of gender discrimination by women educators in South Africa were investigated through an
examination of specific issues surrounding the employment of women educators of Indian descent.
These include maternity leave, housing subsidy, pension scheme, medical aid, salaries, merit
awards and promotions. The study is located within the context of the general oppression of all
women in society. The analysis used the sexual division of labour as its central focus. Since
the subjects under investigation were members of a minority ethnic group, factors such as their
cultural heritage, race, and class difference were considered an integral part of the analysis.
The study assessed the validity of each of the claims of discrimination through an examination
of official documentation such as the Principal's Handbook and staff circulars relating to
teachers' conditions of service, regulations and occupational incentives. Wherever possible,
the claims were empirically examined through an analysis of the responses obtained from a
sample of educators. Cross-tabulations and Chi-square analyses were used to test the claims
statistically. Participation in a union as a possible organising strategy for women educators
in their challenge of gender discrimination is suggested. A list of recommendations for the
amelioration of gender discrimination against women educators is presented at the end of the
study. / Thesis (M.A.)-University of Natal, 1991.
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The influence of oral culture and English on the academic and social interaction among tertiary students for whom English is not a mother - tongue.Maharaj, Prenitha. January 1995 (has links)
The oral background, ability in English and academic and social interaction of the non
mother-tongue student was the focus of this study. The oral background of the African
student is an important consideration as it helps one to contextualise his life and
educational experiences. A severe lack of knowledge and interest in each others' cultures
and backgrounds among all the players at the tertiary institution was apparent.
The focus group interview technique was adapted to elicit students' perceptions of their own
problems. This technique proved invaluable in allowing participants to express their views
freely, thus offering the researcher an in-depth insight into their life at the tertiary institution
and an understanding of the problems they encounter. The focus group discussion was
supplemented by questionnaires.
The study comprised 40 non mother-tongue students who were divided into 8 groups of 5
students each. On completion of the group discussion, a verbatim transcript of each audio-recording
was made.
Analyses of the focus group discussion and the questionnaire revealed that non mother-tongue
students do in fact experience many problems with academic and social interaction
due to their cultural background and ability in English. These students feel isolated and
misunderstood. Racism, albeit subtle, seems to be a problem on the campus.
It was found that with a few exceptions, there is very little difference between the
experiences of the first year students as compared to the second year students. Also, the
admissions criteria for the different faculties did not 'eliminate' problems.This illustrates that
the problems do not 'disappear' after a whole year at the institution, because the underlying
causes are not being addressed. One cannot expect the non mother-tongue student to
simply adapt to the new experiences, namely, a different environment and a second
language as the medium of instruction and communication.
Several recommendations were made for the implementation of the research findings in the
tertiary environment. Further research possibilities were also suggested. / Thesis (M.A.)-University of Natal, Durban, 1995.
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Cross-cultural communication : an investigation into compliment response behaviour of Indian and African students at the Springfield College of Education.Govender, Magesvari. January 1995 (has links)
This is a cross-cultural communication study which investigates the compliment response behaviour of Indian and African students at the Springfield College of Education. The Springfield College of Education is a desegregating institution where students of Indian origin presently comprise the majority of the student population with African students the minority. Due to the enforced racial divisions of the past students do not mingle freely with each other on the college campus. An additional complication is that the students come from different cultures and are accustomed to different social practices. This results in their responding differently to different communicative situations. These differing responses could be potential sources of miscommunication and conflict and therefore warrant investigation. Compliment response behaviour is one such area where intercultural miscommunication could easily arise. Since compliments are used to initiate, sustain and promote conversational interactions, not responding appropriately to them could result in possible feelings of antagonism and racial hostility. This study investigates the compliment response behaviour of Indian and African students at the Springfield College of Education, identifies areas of diversity and potential sources of intercultural miscommunication and presents a set of recommendations about the teaching of compliment response behaviour at the Springfield College of Education.The findings of this study are also compared with the findings of a similar study conducted by Chick (1991) at the University of Natal, Durban with a view to establishing what changes have occurred in the compliment response behaviour of Indian and African students since the time of Chick's (1991) study. This study reveals that there is a diversity in the compliment response behaviour of different ethnic groups and that this diversity is a potential source of intercultural miscommunication. However, the College lecturers can turn this diversity to advantage by using it in a teaching programme where an understanding of it is fostered. This would result in students understanding why miscommunication arises and would also enable them to react appropriately in different contexts. It is hoped that this study,which is very much pilot in nature, helps highlight issues that can become the subject of more detailed studies in this field. / Thesis (M.A.)-University of Natal, Durban, 1995.
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A collection of African and Indian children's songs with activities for intercultural music education in South Africa.Pillay, Yosheen. January 1994 (has links)
The aim of this study is to present a collection of indigenous African and Indian songs
with accompanying activities. While both groups of songs derive from an oral tradition
I have notated the songs in order to make them more accessible to teachers in
schools. My intention is to provide music educators with teaching material which
recognises the inherent value of musical traditions, such as those of India and Africa.
In South Africa this is an important means of encouraging intercultural understanding
between people.
The songs are presented with a brief introduction to the cultural background in which
they were created and transmitted. I hope that teachers will share some of this
information with their students. This is an important collection of songs because it is
the first step towards making two musical cultures of Natal, African and Indian,
available to music educators. In the climate of violence and political instability, this
music has remained inaccessible to most school music teachers in Natal. / Thesis (M.Mus.)-University of Natal, Durban, 1994.
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Narrative pastoral therapy : being an Indian pastoral therapist to white counselleesSingh, Laurance 11 1900 (has links)
For over four decades, segregation, as the master narrative in South Africa, favoured the development of whites as mental health workers and empowered them to research and write about the lives of people of colour, thus becoming the experts on their lives. In this project I do something in reverse by being an Indian pastoral therapist to white counsellees. The project describes a postmodern narrative approach and social construction epistemology and the application of these towards culturally sensitive and respectful ways of doing pastoral therapy. Important feedback from white counsellees on race, culture and spirituality enabled me to reflect
on culturally sensitive ways of doing pastoral therapy in a multicultural post Apartheid South Africa. A narrative perspective also provided me with a voice to tell my own story in a way that was healing to me. / Philosophy, Practical & Systematic Theology / M. Th. (Practical Theology (Pastoral Therapy))
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Narrative pastoral therapy : being an Indian pastoral therapist to white counselleesSingh, Laurance 11 1900 (has links)
For over four decades, segregation, as the master narrative in South Africa, favoured the development of whites as mental health workers and empowered them to research and write about the lives of people of colour, thus becoming the experts on their lives. In this project I do something in reverse by being an Indian pastoral therapist to white counsellees. The project describes a postmodern narrative approach and social construction epistemology and the application of these towards culturally sensitive and respectful ways of doing pastoral therapy. Important feedback from white counsellees on race, culture and spirituality enabled me to reflect
on culturally sensitive ways of doing pastoral therapy in a multicultural post Apartheid South Africa. A narrative perspective also provided me with a voice to tell my own story in a way that was healing to me. / Philosophy, Practical and Systematic Theology / M. Th. (Practical Theology (Pastoral Therapy))
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