Introduction: The aim of this research was to establish the attitudes, knowledge, job satisfaction and professional development of community service dietitians because negative attitudes, poor knowledge, low levels of job satisfaction and poor professional development would be detrimental to the process of community service and ultimately to the provision of health services. Methodology: Three distinct annual intakes of qualified dietitians completing compulsory community service were the subjects of an analytical cross sectional survey conducted biannually for the period 2003-2005. Data collection methods included telephone interviews, mail, emailed questionnaires and focus group discussions. Individual factors: sex, population group, language, university attended; institutional factors: organisation of community service, mentorship rating, hospital manager support type of facility, rural allowance, hospital location, access to resources, working and living conditions and personal safety and other factors: attitude, community nutrition knowledge, job satisfaction and professional development were included in the data set. Management of data: Data were divided into 2003 cohort (n=20) and 2004-2005 cohorts (n=26). Analysis of the demographic details for 2003 and 2004-2005 cohorts were, respectively: mean ages 23.6 (±0.99) and 24.05(±4.96) years, 60 percent and 73 percent white, 90 percent and 96 percent female, 35 percent and 73 percent University of KwaZulu-Natal graduates and 65 percent of both cohorts were placed in rural facilities. Results: Community nutrition knowledge of the 2003 cohort was unacceptable but improved in the 2004-2005 cohort. Subjects had a generally positive attitude towards community service. Community nutrition levels of knowledge of the 2003 ranged between 60 percent at entry and 67 percent at exit and for the 2004-2005 between 72.8 percent and 78.42 percent. The job satisfaction level of the 2003 cohort at exit was 13.65 (±3.573). In the 2004-2005 cohort job satisfaction was 15.75(±3.360) at entry and 15.75 (±3.360) at exit. 85 percent of the 2003 cohort rated their professional development positively whereas 65 percent of the 2004-2005 cohort rated theirs' positively. This decline and associated problems were to some extent shown in the interview responses. The 2004-2005 cohort did however show a tendency for improvement in the professional practitioner ranking (p=0.088). The majority (95%) of the 2004-2005 cohort rated the dietetic services positively. Focus group discussions highlighted problems that the community service dietitian (CSD) encountered such as lack of supervision and support, lack of basic facilities, poor hospital administration, problems with transport, work overload and problem with their professional role in the community and health facility. A model showing the results of the research indicated that the objectives of the Department of Health for improved service in rural areas were obtained but the retention of health professionals and capacity was lost due to annual rotation of subjects. Community service as a strategy to overcome service delivery has merit provided identified problems are addressed. / Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.

This book review discusses Xavier Luffin's “Un autre regard sur l'histoire congolaise”, a recent collection of documents in Arabic and Swahili from the Congo in Belgian archives covering the period between 1880 and 1899. The author summarizes and comments on the structure, content, and scope of the book. / Tathmini hii ya kitabu inajadili “Un autre regard sur l'histoire congolaise” ya Xavier Luffin, mkusanyo wa hivi majuzi wa hati za Kiarabu na Kiswahili kutoka Kongo katika kumbukumbu za Ubelgiji zinazohusu kipindi cha kati ya 1880 na 1899. Mwandishi wa tathmini anatoa muhtasari na kutoa maoni kuhusu muundo, maudhui, na upeo ya kitabu.

Assessment is an integral component of outcomes-based education which requires a paradigm shift in assessment processes. Outcomes-based assessment is more intense than traditional assessment since it reports on many dimensions of performance. Performance is analysed in relation to outcomes and the learning demonstrated and record-keeping is more complex. This study explored the experiences of the Senior Management Team and Foundation Phase educators of a selected primary school regarding outcomes-based education, outcomes-based assessment and its management. A literature review of outcomes-based education, outcomes-based assessment and instructional leadership and an empirical study using a qualitative approach were conducted. Document analysis and semi-structured interviews with educators and school management were used for data-gathering. Findings indicated that the initial implementation of outcomes-based education was problematic, however, effective instructional leadership had improved educators' understanding and implementation of assessment. Thereafter recommendations were made for the improvement of practice. / Educational Studies / Thesis (M.Ed.)

Educator stress is a major problem worldwide. This study focuses on the role of the principal in the secondary school in providing support and assisting educators manage work-related stress, with particular reference to schools in Kwa-Zulu Natal, South Africa. The problem was investigated by means of a literature study and empirical investigation. The literature identified perspectives on educators' stress, the stress process of the educator and the principal, causes of work-related stress in educators and coping strategies. Furthermore, principals' leadership styles, theories of motivation and causes of principals' stress were discussed. A qualitative inquiry using focus group interviews was undertaken with a small sample of secondary school educators selected by purposeful sampling. Findings suggested that educator stress was caused by a lack of learner discipline; deterioration in educational standards; workload; policy changes; promotion procedures and the principal's leadership style. Based on the findings, recommendations were made for improvement of practice. / Educational Studies / M. Ed. (Education Management)

In South Africa Outcomes-based Education (OBE) has been adopted as the approach to education in a new educational dispensation. A point of departure is that school managers have a managerial responsibility to educators. The effective implementation of OBE in secondary schools is essential to the success of OBE. The study investigates the impact of the attitudes of school managers on the implementation of OBE in secondary schools and makes recommendations for the improvement of practice. The problem was conducted by a literature study and empirical investigation using a questionnaire and semi-structured interviews administered to a small sample of principals, deputy principals and heads of departments in selected secondary schools in the Umlazi South district of Kwa-Zulu Natal. Findings showed that school managers in the sample have negative attitudes towards the implementation of OBE. The Department of Education should develop school managers by means of empowerment programmes to equip them with new management skills. / Educational Studies / M. Ed. (Education Management)

This report documents a thesis conducted at Scania CV AB in Södertälje, Sweden. The main purpose of the thesis has been to examine and improve upon current practices of parametric CAD-modeling at Scania, with the ultimate goal of increased design automation and simulation-driven design. The thesis was initiated with a literature study, mainly covering the fields of parametric CAD-modeling, design automation and knowledge-based engineering. Furthermore, a questionnaire and multiple interviews were conducted to assess the awareness and mind-set of the employees. Finally, a case-study was carried out to follow current methodologies, and address any deficiencies found. Some of the most important findings were that while parametric modeling has considerable potential in enabling design automation, it is crucial, and most beneficial in terms of automation efficiency, to start with the fundamentals, namely achieving a uniform modeling practice. With these findings, a new proposed methodology has been introduced, as well as a recommended plan for a widespread implementation of parametric modeling at Scania. Such implementation would allow for shorter lead-times, faster adaptation to changing conditions, and reduced development expenditures.

In South Africa Outcomes-based Education (OBE) has been adopted as the approach to education in a new educational dispensation. A point of departure is that school managers have a managerial responsibility to educators. The effective implementation of OBE in secondary schools is essential to the success of OBE. The study investigates the impact of the attitudes of school managers on the implementation of OBE in secondary schools and makes recommendations for the improvement of practice. The problem was conducted by a literature study and empirical investigation using a questionnaire and semi-structured interviews administered to a small sample of principals, deputy principals and heads of departments in selected secondary schools in the Umlazi South district of Kwa-Zulu Natal. Findings showed that school managers in the sample have negative attitudes towards the implementation of OBE. The Department of Education should develop school managers by means of empowerment programmes to equip them with new management skills. / Educational Studies / M. Ed. (Education Management)

Assessment is an integral component of outcomes-based education which requires a paradigm shift in assessment processes. Outcomes-based assessment is more intense than traditional assessment since it reports on many dimensions of performance. Performance is analysed in relation to outcomes and the learning demonstrated and record-keeping is more complex. This study explored the experiences of the Senior Management Team and Foundation Phase educators of a selected primary school regarding outcomes-based education, outcomes-based assessment and its management. A literature review of outcomes-based education, outcomes-based assessment and instructional leadership and an empirical study using a qualitative approach were conducted. Document analysis and semi-structured interviews with educators and school management were used for data-gathering. Findings indicated that the initial implementation of outcomes-based education was problematic, however, effective instructional leadership had improved educators' understanding and implementation of assessment. Thereafter recommendations were made for the improvement of practice. / Educational Studies / Thesis (M.Ed.)

Educator stress is a major problem worldwide. This study focuses on the role of the principal in the secondary school in providing support and assisting educators manage work-related stress, with particular reference to schools in Kwa-Zulu Natal, South Africa. The problem was investigated by means of a literature study and empirical investigation. The literature identified perspectives on educators' stress, the stress process of the educator and the principal, causes of work-related stress in educators and coping strategies. Furthermore, principals' leadership styles, theories of motivation and causes of principals' stress were discussed. A qualitative inquiry using focus group interviews was undertaken with a small sample of secondary school educators selected by purposeful sampling. Findings suggested that educator stress was caused by a lack of learner discipline; deterioration in educational standards; workload; policy changes; promotion procedures and the principal's leadership style. Based on the findings, recommendations were made for improvement of practice. / Educational Studies / M. Ed. (Education Management)

The aim of this study was to examine the management of parent involvement in multicultural schools in the Umlazi District, Kwa-Zulu Natal. A literature study investigated existing programmes and models of parent involvement, multicultural education in South Africa, legislation pertaining to parent involvement in South Africa and the advantages of and barriers to parent involvement. In addition, the role of school management in managing parent involvement was reviewed. A qualitative investigation of parent involvement in three secondary multicultural schools in Umlazi was conducted. The opinions and experiences of thirty three participants were obtained via focus group interviews. Major findings included: all parents, irrespective of race or culture have an interest in their child's education All parents require guidance and support in parenting skills and also school managers lack understanding with regard to their role in managing parent involvement. The study concludes with recommendations to improve the management of parent involvement in multicultural schools. / Educational Studies / M.Ed.(Education Management)