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Thesis (MPhil (Sociology and Social Anthropology))--University of Stellenbosch, 2009. / This thesis is about children who are vulnerable in the context of HIV/AIDS. The epidemic leaves children vulnerable in a number of ways. The education sector is confronted with vulnerable children and this has caused the roles and responsibilities of teachers to be extended. The research is aimed at determining whether teachers see a role for themselves in this context that extends beyond formal education and also to find out how teachers view this role. The research was conducted at three schools in the Llingelethu community in Malmesbury: a pre-primary school (the Siphumeze Educare Centre), a primary school (Naphakade Primary School) and a high school (Naphakade Secondary School). The research determined that teachers do feel that they have a role in this context, but there were also those who felt that other role players must rather fulfil this role. One of the most important findings of the research was that teachers often view their role in the context of HIV/AIDS in a limited way. In this regard, teachers often think only in terms of children who are infected by die virus, while not taking into account children who are affected in other ways. Teachers, as well as schools, also often still focus on their role in HIV/AIDS prevention. A further aim of the research was to determine which challenges prevent teachers from playing an extended role in the lives of vulnerable children. The participants in the research identified various challenges, including those that are a result of keeping HIV status secret, because of stigma and a lack of trust. A further challenge that was identified is a lack of background information about learners, sometimes as a result of the fact that teachers do not come from the community. Factors that make it difficult for teachers to conduct follow up work were also identified, as well as emotional exhaustion and other facors that prevent teachers from playing an extended role. A lack of support was also identified by participants as a challenge and different dimensions of support were identified.

Thesis (MMed) -- Stellenbosch University, 2010. / Bibliography / Introduction: Diabetes in Africa has been described as a pandemic, with the prevalence in South Africa estimated at 4.5% of the population. Despite clear national guidelines from the Society of Endocrinology, Metabolism and Diabetes of South Africa, an unpublished quality improvement cycle in 2007 has shown poor patient knowledge with associated uncontrolled glycaemic and hypertensive control in diabetic patients in a district health system. The purpose of the study was to identify possible reasons for this and to find solutions for improving diabetic care within the Wesbank/ Ilingu Lethu suburb of Malmesbury, Western Cape. Methods: A cooperative inquiry group was established, consisting of primary health care providers at a district hospital and a primary health care clinic. The inquiry completed several cycles of action-reflection over a period of eight months, and included training in diabetic related topics and critical reflection techniques. At the end of the inquiry consensus was reached on key findings by group and learning within the group. Findings: Consensus was expressed in two key findings. The group identified and prioritized continuity of care and diabetic education key areas where diabetic care could be improved in the research population. The first was addressed by initiating diabetic registries, establishment of a regular diabetic clinic, implementation of a diabetic schedule within the medical records and the forming of a diabetic team that could support continuity of relationships, clinical management and organisation of care between both facilities. The diabetic team involved non-governmental organizations, private health providers and the community to increase awareness and develop capacity to improve diabetic care. The other finding confirmed diabetic education as a critical area in diabetic self management. The diabetic team initiated a diabetic community forum for educational and informative group activities. There was also continued professional development with education sessions within the cooperative inquiry group themselves. Conclusions: Improving diabetic care through continuity of care and education is well supported in known evidence based literature. The challenge is to translate/ transfer the available knowledge and render it operational and clinical in any health setting. The co-operative inquiry process was a valuable tool to identify, prioritized and addresses unique challenges for improving diabetic care in our specific context.

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My dissertation examines the presence of the “North of England” in medieval texts, a presence that complicates the recent work of critics who focus upon an emergent nationalism in the Middle Ages. Far removed from the ideological center of the realm in London and derided as a backwards frontier, the North nevertheless maintains a distinctly generative intimacy within the larger realm as the seat of English history—the home of the monk Bede, the “Father of English History”—and as a frontline of defense against Scottish invasion. This often convoluted dynamic of intimacy, I assert, is played out in those literary conversations in which the South derides the North and vice versa—in, for example, the curt admonition of one shepherd that the sheep-stealer Mak in the Wakefield Master’s Second Shepherd’s Play stop speaking in a southern tongue: that he “take out his southern tooth and insert a turd.” The North functioned as a contested geography, a literary character, and a spectral presence in the negotiation of a national identity in both canonical and non-canonical texts including Bede’s Ecclesiastical History, William of Malmesbury’s Latin histories, Chaucer’s Canterbury Tales, and the Robin Hood ballads of the late Middle Ages. We see this contest, further, in the medieval universities wherein students segregated by their “nacion,” northern or southern, engaged in bloody clashes that, while local, nevertheless resonated at the national level. I argue that the outlying North actually operates as a necessary, if not sufficient, condition for the processes of imagining nation; that regionalism is both contained within and constitutive of its apparent opposite, nationalism. My longue durée historicist approach to texts concerned with the North—either through narrative setting, character, author or textual provenance—ultimately uncovers the emerging dialectic of region and nation within the medieval North-South divide and reveals how England’s nationalist impulse found its greatest expression when it was threatened from within by the uncanny figure of the North. / text

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This dissertation concerns the narrative and theological role of divine vengeance and saintly cursing in the saints’ Lives of England and Ireland, c. 1060-1215. The dissertation considers four case studies of primary material: the hagiographical and historical writings of the English Benedictines (Goscelin of Saint-Bertin, Eadmer of Canterbury, and William of Malmesbury), the English Cistercians (Aelred and Walter Daniel of Rievaulx, John of Forde), the cross-cultural hagiographer Jocelin of Furness, and the Irish (examining key textual clusters connected with St. Máedóc of Ferns and St. Ruadán of Lorrha, whose authors are anonymous). This material is predominantly in Latin, with the exception of the Irish material, for which some vernacular (Middle Irish) hagiographical and historical/saga material is also considered. The first four chapters (I-IV) focus discretely on these respective source-based case studies. Each is framed by a discussion of those textual clusters in terms of their given authors, provenances, audiences, patrons, agendas and outlooks, to show how the representation of cursing and vengeance operated according to the logic of the texts and their authors. The methods in each case include discerning and explaining the editorial processes at work as a basis for drawing out broader patterns in these clusters with respect to the overall theme. The fifth chapter (V) frames a more thematic and comparative discussion of the foregoing material, dealing with the more general questions of language, sources, and theological convergences compared across the four source bases. This chapter reveals in particular the common influence and creative reuse of key biblical texts, the Dialogues of Gregory the Great, and the Life of Martin of Tours. Similar discussion is made of a range of common ‘paradigms’ according to which hagiographical vengeance episodes were represented. In a normative theology in which punitive miracles, divine vengeance and ritual sanction are chiefly understood as redemptive, episodes in which vengeance episodes are fatal can be considered in terms of specific sociological imperatives placing such theology under pressure. The dissertation additionally considers the question of ‘coercive fasting’ as a subset of cursing which has been hitherto studied chiefly in terms of the Irish material, but which can also be found among the Anglo-Latin writers also. Here it is argued that both bodies of material partake in an essentially shared Christian literary and theological culture, albeit one that comes under pressure from particular local, political and sociological circumstances. Looking at material on both sides of the Irish Sea in an age of reform, the dissertation ultimately considers the commonalities and differences across diverse cultural and regional outlooks with regard to their respective understandings of vengeance and cursing.