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An investigation into the low rate of reporting of confirmed AIDS-related deaths by private medical practitioners : the implementation of BI-1663 in Mafikeng / L. D. MolosiMolosi, Letlhogonolo Daniel January 2005 (has links)
The aim of this study was to investigate experiences and perceptions of private ·
medical practitioners about the implementation of the current death notification form
(Bl-1663) in cases of confirmed Aids-related deaths. The study focussed on reporting
patterns by private medical practitioners of the deceased's underlying causes of death
in BI-1663. The study also focussed on the reasons advanced for the reporting
patterns described above.
The research method employed in this study was cross-sectional surveys. Self-administered questionnaires were used to gather the data and the target population
was all private medical practitioners practising within the Mafikeng / Mmabatho area
of the North West Province of South Africa. A response rate of eighty-two and half
per cent (82,50%) was achieved. The data were presented in the form of frequency
tables and pie charts and descriptive statistics was used to analyse it.
The findings of this study revealed that the majority of private medical practitioners
either omitted information that HIV / AIDS was an underlying cause of death or
reported another condition in BI-1663 during notification of confirmed AIDS related
deaths. Reasons advanced for the phenomenon were fears of unauthorised breach of
the deceased's confidential information by unintended parties that often led to
invalidation of the deceased's insurance and funeral benefits, as well as stigmatisation
and social discrimination of relatives the deceased.
The study recommends that third parties (informants) should be relieved of the duties
of conveying the deceased's confidential medical information to the state during death
notification processes. Medical practitioners themselves should submit Part 2 of BI-
1663 that contains the deceased's confidential information directly to Public Health
Officials. The study also recommends that the Department of Health should provide
formal training to the medical practitioners with respect to death certification in order
to enable them to certify causes of deaths in a manner that is useful for
epidemiological analysis and public policy. / (MBA) North-West University, Mafikeng Campus, 2005
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An investigation into service delivery in the Mafikeng local municipality : a case study of solid waste management / D.J. TlhoaeleTlhoaele, D.J. January 2003 (has links)
The study investigated solid waste management in the Mafikeng Municipality
including the attitudes of the residents towards the waste management services
rendered by the municipality. The study found the followings: the main sources of
waste were from households due to minimal industrial activity in the area; that the
residents had negative attitudes and perceptions about the waste management
services provided by the Municipality. The majority of residents were not involved in
the identification of needs and management of solid waste. They wanted to take an
active role in the planning, design and implementation of the service especially
where the formulation of policies are concerned; adequate policy mechanisms need
to be adopted to enforce proper behaviour in waste disposal. The study recommends
that:
• the community be involved in planning, design and implementation of the
service especially where the formulation of policies are concerned.
• adequate policy mechanisms need to be adopted to enforce proper behaviour
in waste disposal. / Thesis (MBA) North-West University, Mafikeng Campus, 2003
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Optimisation of educators' potential in primary schools with particaular focus on performance management in Bojanala West region / Jacob Bonang MabaleMabale, Jacob Bonang January 2004 (has links)
The 're-admission' of the Republic of South Africa to the global arena does not only
imply that the education system be effectively run, but also that the potential of all
stakeholders in education be optimised. Against the background of the preceding
assertion it is essential therefore that to meet the demands of the present information
age performance management be enhanced to meet the demand for quality education.
The rationale for performance management is linked to investment in people to yield
high returns in education in the form of qualified and skilled personnel, a productive and
competitive workforce and an effective and efficient corporate community.
In the light of the preceding, the quest for quality education is interlinked with an
integrated quality management system. The basic premise here is that through
performance management the education system would ensure optimisation of potential
In order to unfold individuals' potential and release their latent energy and to promote
economic growth and improve the quality of life for the South African citizenry at large.
Similarly, the optimisation of the potential of educators and learners alike is seen as a
necessity for ensuring provision of quality education in a high quality and productive
education system. / Thesis (M. Ed.) North-West University, Mafikeng Campus, 2004
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Roles and skills needed by rural school governors of the Mafikeng Area Project Office of the North West Province / Keneilwe Ethel TaueTaue, Keneilwe Ethel January 2005 (has links)
The purpose of this study is to determine the roles and skills needed by rural
schools governors of the Mafikeng area project office of North West Province.
Lack of uniformity, competency, skills and commitment are still encountered in
the SGB structures. Little has been done to empower the rural school governors
with relevant skills for effective job performance.
An empirical investigation was employed to find ways of empowering the
encountered incompetency of rural governors. Literature survey was employed
to determine the nature and scope of roles and skills needed by rural schools
governors. The subjects of the study were adults (teachers, parents, principals)
and students. The responses of 220 respondents were analysed. The findings
revealed that school governors in rural areas experience problems in areas like
addressing parent's annual meetings, financial management, control and
feedback in their job.
Recommendations were made by respondents on how to empower rural school
governors with the necessary skills. On the basis of the problems and skills
identified, more emphasis was put on commitment of all stakeholders, training of
governors to develop their management skills, financial skills, regular workshops
by the Department of Education, and the old SGB members to train the new
ones. The new SGBs should ask questions when they are not clear and
translation of back-up materials into the SGB's home language and a certificate
for course completion to be granted to the members who completed their office
term. / Thesis (M. Ed.) North-West University, Mafikeng Campus, 2005
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An investigation into the challenges of food security policy implementation : a case study of the Barolong Boora Tshidi people of the North West Province (South Africa) / Kego Lorathu.Lorathu, Kego January 2005 (has links)
The study found that there is marked poverty in Lekoko village, and that food
security is lacking. Purchasing power of household commodities and
consumables is observed to be non-existent. Agriculture as a form of food
security has eluded many because of drought. All those who practised subsistence
fanning are unable to do so. Food security is greatly impaired; the people cannot
access sufficient aid and nutritious food. This includes the problem of food
production, preservation and storage. The projects and programmes initiated by the
Government to alleviate poverty do not reach the people. Substantial changes are
needed to expedite the distribution of food Production resources. Formal and
informal institutions should be involved in bringing about transformation of the
structures, which are currently blocking the socio-economic. Premium access to
information and social networks as well as to the State should be improved. The onus
rests with extension officers to support the people and bring about generation of
livelihoods with institutional reform to reduce vulnerability and risks. / M.A. (Peace Studies and International Relations) North-West University, Mafikeng Campus, 2005
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Attitudes of Grade 11 female students towards Physical Science in selected high schools in the Mafikeng District / Barbington ChimhauChimhau, Barbington January 2006 (has links)
This study investigated the attitudes of grade 11 female students towards the study of
Physical Science in Mafikeng. Attitudinal measures, such as levels of student's interest
and the perceived utility of science, were examined. The subjects of the study included
grade 11 female students from selected high schools in the Mafikeng District.
A total of 300 female students participated in the study. A survey method was used in
this study. A questionnaire was administered to examine the perceptions and attitudes of
female students towards the study of Physical Science. A three-point
positive/neutral/negative scale was utilized in sections B. C. and Din order to encourage
students to make an attitude choice.
The research findings showed that the attitudes of grade 11 female students in the
selected high schools were affected by parents, teachers, peers, classroom environment,
personal perceptions and aspirations. / M. Ed. (Science Education) North-West University, Mafikeng Campus, 2006
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A comparative investigation into the indigenous land management practices between Tsetse and Miga communities in the North West Province (Molopo District) / Yvonne MogopaMogopa, Yvonne January 2005 (has links)
The study investigated indigenous land management practices in the North West
Province with special reference to Miga and Tsetse villages. The study found that the
apartheid forced removal policies had a great impact on the socio-economic and cultural
life of the communities in the two study villages. The communities were resettled in a
new harsh environment in which they encountered. various problems with adaptation.
The land management practices in Miga and Tsetse villages were different from the
traditional farming practices in their places of origin in the then Western Transvaal,
where they were self-reliant. The new farming practices in Miga and Tsetse are based
on modern agricultural land use system, which include the use of modern equipment
and other inputs. Most of the community members cannot afford them due to high levels
of unemployment. Moreover, given the arid conditions of the area, the new farming
practices depend on availability of rain. The policy strategies and projects instituted and
implemented by both the Bophuthatswana government and the North West Provincial
government did not benefit the two communities much. Lack of funds and dependency
on government funds made the projects unsustainable.
The study recommended that since the Miga and Tsetse Communities have access to
land for farming, the North West Provincial Department of Agriculture should put more
emphasis on promoting and improving indigenous farming methods by incorporating
them into the provincial agricultural development strategies. This is due to the fact that
these practices are sustainable and affordable to the local communities. They are
adaptable and tuned to the needs of people. Also, they pertain to cultural values of the
communities. Moreover, the current poverty situation in Miga and Tsetse villages
necessitates the great need for the communities to initiate other income generating
ventures beside agriculture. The government should provide the communities with the
necessary support including capacity building to ensure the sustainability and success
of these projects / (M.Soc.Sc.) North-West University, Mafikeng Campus, 2005
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Integrating language and literature in English studies : a case study of the English 100 course at the University of North WestButler, Ian 11 1900 (has links)
This thesis is a case study, conducted within a paradigm of action research, of the English 100 course at the University of the North West (now the Mafikeng campus of North West University), as taught by the author in the years 2000 - 2001. Its aim is to investigate the effect of the integration of language and literature on the first year of the undergraduate programme.
The case study is placed in context through a consideration of educational change in South Africa. This includes changes taking place in the study of English as a second language at tertiary level, as well as the broader innovations to South African education brought about by government legislation. Two aspects of the latter are singled out for special attention: outcomes-based education and quality assurance.
The case study is also contextualized at an international level through a survey of the theory and practice of an integrated approach to the teaching of language and literature to ESOL students. A survey of the literature, mainly in the last twenty years, reveals a growing interest in this approach. An attempt is then made to encapsulate this research in the form of fourteen statements about the supposed benefits of integrating language and literature. Through a detailed analysis of the performance of the first-year students, the case study subsequently attempts to test the validity of these claims.
The study is presented as a process involving syllabus design, materials development, implementation of the course and an evaluation of its efficacy by the teacher-researcher. In line with the methodology of action research, a variety of methods is used to gather data. These include introspection and reflection (through the use of a teacher's journal and lesson reports), the analysis of written work produced by students, classroom observation by a `critical friend', triangulation (through the use of questionnaires, students' journals and self-reflective tasks) and documentation from the Department of English and university administration. The analysis of these data is both quantitative and qualitative. In keeping with the philosophy of action research and current educational practice, an attempt was made to incorporate and act upon the insights of students and colleagues. Reports on work-in-progress were also published in a number of fora: references are given in the thesis. The assumptions of action research are also apparent in the way in which the study is situated within cycles of action, reflection and improvement of pedagogical practice.
The conclusion of the thesis is partly stated in terms of quality assurance: an attempt is made to assess the suitability of the integrated approach with regard to its fitness of and for purpose. It is concluded that a number of contextual factors, such as the conditions under which the English 100 course was taught and the under-preparedness of many of the students, militated against its success. The case-study is also assessed in terms of its contribution to international research in the field, and the personal development of the researcher. As is commonly found both in action research and in case study research, the findings of the study are context specific: consequently, no claim is made that they are generalizable to all other contexts. / English Studies / D.Litt. et Phil.
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Integrating language and literature in English studies : a case study of the English 100 course at the University of North WestButler, Ian 11 1900 (has links)
This thesis is a case study, conducted within a paradigm of action research, of the English 100 course at the University of the North West (now the Mafikeng campus of North West University), as taught by the author in the years 2000 - 2001. Its aim is to investigate the effect of the integration of language and literature on the first year of the undergraduate programme.
The case study is placed in context through a consideration of educational change in South Africa. This includes changes taking place in the study of English as a second language at tertiary level, as well as the broader innovations to South African education brought about by government legislation. Two aspects of the latter are singled out for special attention: outcomes-based education and quality assurance.
The case study is also contextualized at an international level through a survey of the theory and practice of an integrated approach to the teaching of language and literature to ESOL students. A survey of the literature, mainly in the last twenty years, reveals a growing interest in this approach. An attempt is then made to encapsulate this research in the form of fourteen statements about the supposed benefits of integrating language and literature. Through a detailed analysis of the performance of the first-year students, the case study subsequently attempts to test the validity of these claims.
The study is presented as a process involving syllabus design, materials development, implementation of the course and an evaluation of its efficacy by the teacher-researcher. In line with the methodology of action research, a variety of methods is used to gather data. These include introspection and reflection (through the use of a teacher's journal and lesson reports), the analysis of written work produced by students, classroom observation by a `critical friend', triangulation (through the use of questionnaires, students' journals and self-reflective tasks) and documentation from the Department of English and university administration. The analysis of these data is both quantitative and qualitative. In keeping with the philosophy of action research and current educational practice, an attempt was made to incorporate and act upon the insights of students and colleagues. Reports on work-in-progress were also published in a number of fora: references are given in the thesis. The assumptions of action research are also apparent in the way in which the study is situated within cycles of action, reflection and improvement of pedagogical practice.
The conclusion of the thesis is partly stated in terms of quality assurance: an attempt is made to assess the suitability of the integrated approach with regard to its fitness of and for purpose. It is concluded that a number of contextual factors, such as the conditions under which the English 100 course was taught and the under-preparedness of many of the students, militated against its success. The case-study is also assessed in terms of its contribution to international research in the field, and the personal development of the researcher. As is commonly found both in action research and in case study research, the findings of the study are context specific: consequently, no claim is made that they are generalizable to all other contexts. / English Studies / D.Litt. et Phil.
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