Poor sanitation, unhygienic practices and close living associations between people and animals in rural communities increase the risk of zoonoses and add to faecal contamination of stored drinking water. Point-of-use interventions can improve the microbiological quality of household drinking water and a combination of microbial and chemical indicator tests could identify the origin of faecal pollution. The improvement of the microbiological quality of drinking water in rural households by the implementation of intervention strategies which included the use of traditional storage containers as well as an improved safe storage container (CDC, USA), with or without the addition of a sodium hypochlorite solution were determined. The origin of faecal contamination in the water sources and household stored water were determined using male specific F-RNA subgroup genotyping. This study attempted to assess the survival of indicator microorganisms and selected bacterial pathogens and viruses in the improved safe storage container in borehole and river water samples. An intervention study was conducted in two rural villages utilising different source water. Results indicated that the improved safe storage container without the addition of a stabilized sodium hypochlorite solution did not improve the microbiological quality of the stored drinking water and had counts of indicator microorganisms similar to that found in the traditional storage containers. However, the households using the 1% and the 3.5% sodium hypochlorite solutions have shown an effective reduction in the counts of indicator microorganisms in both the traditional and the improved safe storage containers. The compliance with the use of the sodium hypochlorite interventions ranged between 60% and 100%, which was in agreement with similar studies carried out in other developing countries. One village complied with the intervention while the other village did not. Reasons for this included financial factors, an unsupportive infrastructures and lack of education and knowledge on health risks by the households. Male specific F-RNA bacteriophage genotyping showed that faecal contamination in the water source samples and both the traditional and improved safe storage containers at the point-of-use were primarily of animal origin (Subgroup I). Households using river water had subgroup II F-RNA bacteriophages present in the stored household water, which was associated with human faecal pollution. However, subgroup II F-RNA bacteriophages has been isolated from faeces of cattle and poultry, which indicated that F-RNA subgroup typing might not be a specific tool to determine the origin of faecal pollution in water sources. Laboratory seeding experiments indicated that 1% sodium hypochlorite solution were less effective in reducing heterotrophic bacteria, Escherichia coli, Salmonella typhimurium, Clostridium perfringens, F-RNA bacteriophages and coxsackie B1 virus counts in the improved safe storage containers filled with river water with a high turbidity. However, the 1% sodium hypochlorite solution did reduce the indicator and seeded microorganisms within 60 min in containers filled with borehole water with a low turbidity. The 3.5% sodium hypochlorite solution effectively decreased the numbers of microorganisms to undetectable limits within 60 min in both the borehole and river filled storage containers irrespective of the turbidity values. This study has showed that a combination of intervention strategies can provide rural communities with microbiologically safe drinking water. / Thesis (PhD (Medical Virology))--University of Pretoria, 2008. / Medical Virology / PhD / unrestricted

Introduction: Guinea worm disease (GWD) is a painful, disabling disease caused by the parasite dracunculus medinensis. The implementation of the global GWD eradication campaign resulted in a decrease of global burden of disease and several countries have been proclaimed free of the disease. Though, Ethiopia has implemented the GWD eradication programme since 1992 the disease remains endemic in the Gambella region. Purpose of the study: The purpose of this study was to explore the perceptions and experiences of the community of Gambella region on Guinea worm disease (GWD) eradication interventions. Methodology: A qualitative study paradigm with a phenomenological research design was employed to collect data using focus group discussions, in-depth individual interviews, document reviews, and observations. The study participants were determined by purposive sampling. Qualitative data analysis involved transcription, data entry, and management of verbal information followed by coding, categorizing into themes. Interpretation of the data was done using triangulation methodology with appropriate mechanisms for validity and trustworthiness. Result: The study found that there are gaps in the perceptions and understanding of the community and programme implementers about the achievement and application of the various interventions on the eradication of Guinea worm disease. Health education programme was not fine-tuned to the eradication of GWD by community participation. Community perception was not at the required level for the eradication of GWD due to the low success of the educational intervention. Conclusion: continuous health education targeting the community with clear objectives of helping to eradicate GWD was found to be limited in its coverage. In addition, provision of water filters necessary for GWD eradication was inadequate. Moreover, the community did not have clear understanding of the causes of GWD and its eradication strategy. It is hoped that the findings of this study would contribute significantly to the GWEP in Gambella region, as well as elsewhere where GWD may be endemic / Health Studies / M.A. (Public Health)

Learning disabled (hereafter abbreviated as LD) adolescents have a hard time coping with the demands of secondary school and often experience frustration and failure. Educators have received little or no training to provide meaningful support for these learners. Despite sweeping policy changes LD learners' diverse needs are not being met in the classroom. Research indicates that LD learners are best served within the mainstream classroom. In-service training is necessary to help educators equip themselves with skills to cope with this new role. An assistance programme has been developed in this study to provide practical teaching and learning interventions, to help educators support the LD secondary school learner in regular mainstream classrooms. If LD learners are supported in the classroom they will acquire skills to become independent learners. / Educational Studies / M. Ed. (with specialisation in Guidane and Counselling)

School personnel were concerned that the disruptive student behaviors at an urban, elementary school in the northeast United States had persisted despite positive behavioral interventions and supports (PBIS) implementation and professional development (PD) for more than 7 years. The purpose of this basic qualitative research study was to explore teacher perceptions regarding the PBIS related to student behavior and socialization issues. Skinner's reinforcement theory and Bronfenbrenner's bioecological systems theory served as the conceptual frameworks for this study. Specifically, this study explored the PBIS framework in reducing students' undesirable behaviors, how the framework prepared teachers to implement PBIS in their school, and how PBIS developed prosocial behaviors in students. The study included interview data from 20 purposefully selected teachers from prekindergarten through Grade 3, and Grade 5 teachers who were known to meet the selection criteria of being an urban elementary school teacher with 2 or more years of experience using the PBIS framework. Data were analyzed using Attride-Stirling's 6 steps of thematic coding. Findings indicated that PBIS is beneficial but selective; more training was needed after implementation; and parental support is necessary for the development of prosocial behaviors. Themes supporting the findings included that the PBIS framework being beneficial, that it was successful with some students but not all, and that it must be implemented properly. Thus, the resulting project provides intervention strategies to supplement the current PBIS framework. The implications for positive social change are dependent on educators to effectively use PBIS in improving students' social behavior in the school district.

Learning disabled (hereafter abbreviated as LD) adolescents have a hard time coping with the demands of secondary school and often experience frustration and failure. Educators have received little or no training to provide meaningful support for these learners. Despite sweeping policy changes LD learners' diverse needs are not being met in the classroom. Research indicates that LD learners are best served within the mainstream classroom. In-service training is necessary to help educators equip themselves with skills to cope with this new role. An assistance programme has been developed in this study to provide practical teaching and learning interventions, to help educators support the LD secondary school learner in regular mainstream classrooms. If LD learners are supported in the classroom they will acquire skills to become independent learners. / Educational Studies / M. Ed. (with specialisation in Guidane and Counselling)

The poor functioning of a large number of the black schools and the urgent need to transform them was identified as a problematic phenomenon particular to post apartheid South Africa. Notwithstanding various government interventions/initiatives (COLTS, Tirisano, Call to Action, Batho-Pele) for the improvement of schools aimed at correcting this situation, many schools remain dysfunctional and/or operate within a negative culture of teaching, learning and services. The purpose of the study was to determine whether or not the adoption of a TQM philosophy that complemented previous interventions could rectify the current situation. To this end, an exhaustive literature review was conducted on COLTS, Tirisano and TQM prior to and during the empirical survey of dysfunctional schools in District D3 - Tshwane-North schools. The empirical design is eclectic in the sense that it includes both qualitative and quantitative elements. Survey questionnaires, semi-structured interviews and unstructured observation were used to collect data in a case study of the District D3-Tshwane North schools, a triangulation process that enhanced the reliability and validity of the research findings. Emerging from the survey and the literature review was the need for a different intervention strategy, one that would accommodate differences in and between schools rather than assuming the appropriateness of a ‘one size fits all’ intervention model. Based on the research findings emerging from the literature review and empirical survey it was concluded that such a model should be integrated into a TQM intervention framework that would be flexible enough to accommodate differences in schools with regard to contexts, needs, strengths and weaknesses. Drawing role players into new managerialism - and so into the new episteme may enhance the improvement of schools. The primary outcome of this research project, and the contribution made to new knowledge in the field, is the development of such an integrated framework, one which is not only theoretically sound but one which has been customised for South African conditions. / Thesis (PhD (Education Management and Policy Studies))--University of Pretoria, 2006. / Education Management and Policy Studies / unrestricted

Young children with disabilities have better outcomes when their families are actively involved in supporting their child’s learning. This session will help Early Interventionists, private therapy providers, and other professionals working with young children with disabilities think about their interactions with the child's family and how those interactions strengthen a family’s ability to support their child’s learning. In this 90 minute session participants will: Learn about strategies to increase parent participation in their child’s Early Intervention home visits and/or therapy sessions Explore possible strategies that can be used to engage a deployed parent in home visits and/or therapy sessions Observe through video, professionals working with a parent to enhance the parent’s use of effective intervention strategies Explore the use of tools and strategies that promote reflection on practices being used to engage families

MEd / Department of Curriculum Studies and Educational Management / The study aims to investigate the impact of intervention strategies in addressing bullying among secondary school students. A literature study was conducted, in order to understand the views of different authors and other researchers on effective intervention strategies. An empirical study utilising the quantitative research approach was used. A questionnaire was employed to gather data. It was distributed among all secondary schools in Motupa circuit. The Statistical Package for Social Sciences (SPSS) version 17.0 was used to analyse data from the questionnaire using the maxim for statistical significance. Findings from the empirical study were discussed. The implication is that intervention and preventive strategies need to be based on personal and contextual factors, in order to effect change.

Climate change is an enormous challenge which, if not addressed will have detrimental impacts across the globe. This problem is largely produced by human behaviour. Therefore, strategies aimed at influencing behaviour are necessary in addressing this issue. Governments are currently utilising informational campaigns, rewards, penalties, nudging and structural changes to influence pro-environmental behaviour. Although these methods are creating change, it is far from sufficient to address the massive and urgent issue of climate change. Therefore, alternative strategies should be considered. As such, this thesis aims to explore the effectiveness and the extent to which the Social Credit System, as it is being developed in China, can be considered an alternative strategy for producing pro-environmental behaviour. A framework to analyse and describe the SCS was developed by executing a literature review of key environmental behaviour models and intervention strategies aimed at producing pro-environmental behaviour. It concludes that the Social Credit System utilises a variety of methods similar to the behaviour models and interventions reviewed in this thesis, especially as far as rewards and punishments are concerned. However, surveillance stands out as a distinct means of intervention that is not utilised outside China to produce pro-environmental behaviour. The discussion suggests that this aspect of the system might be effective in contributing to address the challenge of climate change due to its coercive nature.

Magister Commercii (Industrial Psychology) - MCom(IPS) / The current crime rate in the Western Cape plays a crucial role in the exposure of police officers to stressful and traumatic events. The intensity and frequency of this exposure, if not treated, could lead to police officers experiencing comorbid disorders such as post-traumatic stress disorder (PTSD). This leads to an increased need for trauma intervention strategies to be offered, to assist police officers who are exposed to trauma in the South African Police Service (SAPS). Although trauma intervention programmes are established within SAPS, a difference in perception about their effectiveness and service offering are presented. The purpose of this study was to investigate the differences in perception toward stress and trauma intervention strategies within the SAPS in the Western Cape. In order to achieve the purpose of the study, the researcher, tapped into the lived experiences of current police officers and Employee Health and Wellness (EHW) staff, employed by SAPS through semi-structured interviews. Through a comparative design, the study will add value to the current body of knowledge, as differences and similarities between two of the primary role players in the trauma debriefing process within the SAPS are explored. The research sample, recruited by means of convenience sampling, consisted of seven EHW staff members who had experience with dealing with stress and trauma-related programmes, and eight visible policing police officers who had experienced some form of trauma-related incident. The researcher made use of an in-depth interview guide as the research instrument for this study, which consisted of audio-recorded semi-structured interviews with the participants. The audio recordings were transcribed, and then analysed by means of thematic analysis. The findings showed that a difference in perception exists between police officers and EHW staff members toward the effectiveness of trauma intervention strategies offered in the SAPS. The findings also suggest that the majority of police officers do not make use of the trauma intervention programmes in the SAPS, in comparison to EHW staff reporting on good attendance by police officers at the service offerings. Similarities in perception between the two groups presented itself in the form of how trauma is defined, the different responses to trauma and coping mechanisms employed by police officers. The implications of this study include a contribution toward policy and structural amendments of the Employee Assistance Programme (EAP) framework within the SAPS, as well as a motivation for implementing a compulsory trauma counselling programme for police officers.