M.Cur. / The overall purpose of this study is to describe empowerment strategies for the nurse unit manager to create a climate conducive to clinical learning at the nursing college in the North-West Province. In view of the South African Nursing Council report (1990), it clearly indicates that the nurse unit managers do not apply their theoretical knowledge to clinical practice, and that the student learning in the clinical nursing units are not up to the expected standard, hence the quality of clinical nursing education is questionable. The current education system in South Africa focuses on the provision of quality assurance in order to be in line with international standards. In accordance with the South African Qualifications Authority, the Constitution, South African Nursing Council, Batho-Pele principles, National Plan for Higher Education and outcomes-based education, there is a need to create a climate that is conducive to learning in the nursing units in order to develop the students' abilities regarding analytical, critical, evaluative and creative thinking. The nurse unit manager is experiencing problems with regard to clinical nursing education and the nursing students are also complaining that the clinical learning areas are not conducive to their learning. Therefore, the products that are produced by such an environment lack knowledge, skills, values and attitudes inherent in the nursing profession. Hence this study strives to describe empowerment strategies for the nurse unit manager to create a climate conducive to learning, based on their expert knowledge and experiences. The research questions arising from this problem are: What are the expectations and perceptions of the nursing students about the role of the nurse unit manager in creating a climate conducive to learning at the nursing college in the North-West Province? How can the nurse unit manager be empowered to create a climate conducive to clinical learning? The objectives are: Phase One: Stage one: To explore and describe the expectations of the nursing students regarding the role of the nurse unit manager in creating a climate conducive to learning. Stage two: To explore and describe the expectations and perceptions of the nurse unit manager regarding their role in creating a climate conducive to learning. Phase Two: To describe a conceptual framework. Phase Three: To describe empowerment strategies for the nurse unit manager to create a climate conducive to learning. The research design in this study was qualitative, descriptive, explorative and contextual in nature. In stage one of phase one, descriptive naïve sketches were used as a method of data gathering (Giorgi in Ornery, 1983:52) whereby 22 nursing students from the nursing college were selected for the research study. The following open-ended questions were written on the chalkboard, namely: "What are your expectations about the role of the nurse unit manager in creating the clinical nursing units as a climate conducive to learning?" The data was analysed according to Tesch's descriptive method (in Creswell, 1994:155). An independent coder who was purposively selected was used in the categorisation of data. The researcher held meetings with the independent coder for consensus discussions reached independently. Trustworthiness was ensured as described by Lincoln and Guba's (1985:290-326) model of trustworthiness. In order to ensure the credibility of the study, five nursing students who participated in the study were selected to participate in individual interviews to validate the categories and subcategories. In stage two of phase one, focus group interviews were conducted as a method of data gathering whereby 13 nurse unit managers from the clinical learning areas where the nursing students are placed for their clinical learning experiences were selected by the quota sampling technique. The interview was conducted by a nurse educator with a Master's degree, who is also a psychiatric nurse with expertise and experience in interviewing skills. A tape recorder was utilised with the nurse unit manager's permission to collect data. A follow-up interview with five nurse unit managers was conducted to validate the data gathered during the focus group interview. The following open-ended questions was used to obtain data from the nurse unit manager: "What are your perceptions regarding your role in creating an environment conducive to clinical learning?" "How can you be empowered as part of your role, to create clinical nursing units as climates conducive for clinical teaching and learning for nursing students?" Data was analysed according to Tesch's descriptive method (in Creswell, 1994:155). An independent coder was purposively selected in the categorisation ( iv ) of data. Categories were defined and arranged in table form for both participants in order to arrive at final categories. Trustworthiness was ensured as described by Lincoln and Guba's (1985:290-326) model of trustworthiness. Findings were conceptualised and conclusive statements made through logical deductive, inductive reasoning and inferences. A conceptual framework was developed within Muller's (1998) management process and the legal and professional frameworks. The integrated empowering process was adapted from Muller's management process, Vogt & Murrel's (1990) & Hokanson-Hawks' (1999) empowerment methods. This process comprises planning, organising (providing and structuring), directing (education, leading, mentoring and supporting), and control (actualising). Empowerment strategies for the nurse unit manager were described to create a climate conducive to learning, based on the results of phase one and phase two. Evaluation of the study was done, limitations, recommendations and conclusions were described with regard to nursing education, practice and nursing research.

M.Sc. (Aquatic Health) / The Bojanala Platinum District (BPD) in North West Province (NWP) is a well-established mining and agricultural region of South Africa. These activities result in surface runoffs that are likely to pollute nearby freshwater impoundments, including the Roodekopjes (RD) and Vaalkop Dams (VD). These impoundments support subsistence fishing, where the fish caught, are often the sole source of dietary protein for local communities. The aim of this study was two-fold: firstly, to assess the health status of the fish in these impoundments by (i) conducting a necropsy-based macroscopic evaluation, (ii) calculating appropriate biometric indices, and by (iii) performing a semi-quantitative histology-based fish health assessment (HBFHA) on selected target organs of two freshwater fish species, namely Clarias gariepinus (Sharptooth Catfish) and Cyprinus carpio (Common Carp). Secondly, the edibility (safe for human consumption) of these fish species was to be determined by (i) quantifying the bioaccumulation of selected organic and inorganic toxicants within the muscle of the fish collected and (ii) assessing the resultant potential health risk/s through consumption toward consumers of these fish. In addition, in situ physico-chemical parameters were measured and samples of water and sediment were collected for laboratory analysis at each of the assessed impoundments. Otoliths and scales were also collected for age estimation. Tissue samples for histology were fixed in formalin (liver, kidney & heart) and Bouin’s (gills, gonads & skin) solution and processed for light microscopy analysis using standard histological techniques. Water, sediment and muscle samples were analysed for organic and inorganic toxicants by accredited laboratories using ICP-MS & ICP-OES. Results from the two assessment sites (RD & VD) were assessed against a reference site, the Marico-Bosveld Dam (MBD).

M.Cur. / The entire country is currently in a process of reconstruction that inevitably lead to reconstruction within the health care system. The ANC (African National Congress) formulated a National Health Plan based on primary health care that is a practical expression of providing an effective and equitable health care to all inhabitants of the country. Recognising the need for transformation, a process was initiated by the African National Congress (ANC) to develop an overall National Health Plan based on the Primary Health Care approach (ANC, 1994: 7) . In the light of these present needs, the vision is to develop a strategy to empower our professional nurses that can effectively implement primary health care whilst operating within the limitations of the existing resources (Human Resource Committee for Health, 1994:5). The context of the study is applicable to the Northern Region of the North West Province. There are various courses available to empower professional nurses to primary health care, but for the purpose of the study is the Diploma Course in Clinical Nursing Science, Health Assessment, Treatment and Care described

The aim of the study was to investigate the impact of agricultural infrastructure on agricultural productivity and agricultural income of smallholder farmers in the North West Province, South Africa. Factors that contribute to the availability, accessibility and satisfaction of smallholder farmers with regards to agricultural infrastructure were also assessed in the study. Using cross sectional data from the North West Province of South Africa, one hundred and fifty smallholder farmers were selected using stratified sampling to group farmers into those who had agricultural infrastructure and those who did not have. Data were collected using a structured questionnaire, divided into six sections as follows: personal socio-economic characteristics of farmers; characteristics of the land; agricultural infrastructure of smallholder farmers; agricultural production and markets; and production activities and financial support rendered to farmers. The data were coded, captured and analysed using STATA 14.0. Data were analysed through descriptive analyses, Principal Components Analysis (PCA), Stochastic Frontier Analysis, Heckman selection procedure and Tobit Regression Models. This result revealed that most of the farmers were male, aged between 41 and 60 years of age, had contact with extension services only occasionally and did not engage in non-farming activities. Most of the smallholder farmers had less than 10 years of farming experience, had household sizes of less than or equal to five members, had about one household member assisting in the day-to-day farming activities. Most of the farmers did not belong to any farmer organisation. Generally, the farmers were involved in dry land farming. Farmers who irrigated their farms, did so on approximately 15 and 45 hectares of land. Farmers also received agricultural support from CASP and used commercial seeds, fertilizers and animal vaccines as their production inputs. Furthermore, smallholder farmers in the study area received support for inputs and majority did not have to repay for the inputs. Majority of farmers indicated that infrastructure impacted on their farming enterprises through increases in both productivity and sizes of their farming enterprises. The study found that the factors influencing agricultural income for smallholder farmers with agricultural infrastructure were: Physical infrastructure index (Coef=0.78: P<0.01); Social infrastructure availability index (Coef=0.61: P<0.01); Institutional infrastructure availability index (Coef=1.05: P<0.01); Level of education of farmers (Coef=0.96: P<0.01); Access to extension services (Coef=1.05: P<0.01); Membership of farmers’ organisations (Coef=0.59: P<0.05); Age of smallholder famers in the study area (Coef=0.05: P<0.01); and Household members assisting in farming activities (Coef=0.24: P<0.05). In terms of farmers without agricultural infrastructure available, factors influencing agricultural income were: physical infrastructure availability index (Coef = 0.74; P<0.01); social infrastructure availability index (Coef = 0.77: P<0.01); institutional infrastructure availability index (Coef = 0.61: P<0.01); level of education (Coef = 0.89: P<0.01); access to extension services (Coef=1.24: P<0.01); age of farmers (Coef = 0.06: P<0.01) and assistance of household members in farming enterprises (Coef=0.33: P<0.01). In terms of smallholder farmers with accessible agricultural infrastructure, factors influencing agricultural income were: Physical infrastructure access index (Coef=1.29: P<0.01); Social infrastructure access index (Coef=0.38: P<0.1); Equipment infrastructure access index (Coef=0.62: P<0.01); Level of education for smallholder farmers (Coef=1.21: P<0.01); Access to agricultural extension services (Coef=1.64: P<0.01); Membership of Farmers’ organisations (Coef=0.77: P<0.05); Age of smallholder farmer (Coef=0.01: P<0.01); and Household members assisting in the farming enterprises (Coef=0.39: P<0.01). With regards to smallholder farmers without accessible agricultural infrastructure, factors influencing agricultural income were: Physical infrastructure accessibility index (Coef=0.92, P<0.01); Equipment accessibility index (Coef=0.43, P<0.05); Level of education (Coef=1.25: P<0.01P); access to extension services (Coef = 1.63; P<0.01); membership of farming organisations (Coef = 0.86; p<0.01); age of farmers (Coef= 0.07; P<0.01) and assistance of household members in farming enterprises (Coef = 0.34; P<0.05). In terms of satisfaction of smallholder farmers with agricultural infrastructure, factors influencing agricultural income were: Physical infrastructure satisfaction index (Coef=0.35: P<0.1); Social infrastructure satisfaction index (Coef=0.37: P<0.1); Institutional infrastructure satisfaction index (Coef=1.25: P<0.01); Equipment infrastructure satisfaction index (Coef=1.04: P<0.01); Level of education of respondents (Coef=1.24: P<0.01); Access to extension services (Coef=1.58: P<0.01); Age of smallholder farmers in the study area (Coef=0.05: P<0.01); Number of years farming (Coef = -0.57: P<0.1); and Number of household members assisting in farming (Coef=0.19: P<0.1). The results of the Heckman selection model revealed that the variables impacting on agricultural income were: agricultural infrastructure availability index (Coef=1.12: P<0.01); and access to extension services (Coef=0.62: P<0.05). With regards to farmers not satisfied with agricultural infrastructure, factors influencing agricultural income were: institutional infrastructure satisfaction index (Coef = 0.54: P< 0.05); level of education (Coef=1.25: P<0.01); access to extension services (Coef = 1.77: P<0.01); age of farmers (Coef = 0.06: P<0.01) and assistance of household members in farming enterprises (Coef = 0.34: P<0.01). Furthermore, those impacting on agricultural production were: infrastructure satisfaction index (Coef=-1.31: P<0.01); infrastructure accessibility index (Coef=-0.59: P<0.05); Level of education of smallholder farmers (Coef=0.64: P<0.01); access to extension services (Coef=1.29: P<0.01); and membership of farmers’ organisations (Coef=0.66: P<0.01). The results of the Tobit Regression Model showed that among others factors influencing availability of agricultural infrastructure, the following variables played a critical role: assistance of household members in farming enterprise (Coef=0.702: P<0.01); farm ownership (Coef=0.962: P<0.01); farm acquisition (Coef=0.323: P<0.01) farmer occupation (Coef=0.785: P<0.01); member of farmers’ organisations (Coef=2.066: P<0.01); sources of labour (Coef=1.283: P<0.01); farming experience (Coef=0.100: P<0.01); and agricultural production inputs (Coef=-0.763: P<0.05). In terms of accessibility to agricultural infrastructure, the following variables played a critical role: engagement in non-farming activities Coef=1.275: P<0.01); contact with extension services (Coef=1.205: P<0.01); farm ownership (Coef=0.403: P<0.01); farmer occupation (Coef=0.456: P<0.01); membership of farmers’ organisations (Coef=1.111: P<0.01); sources of labour (Coef=0.653: P<0.01); farming experience (Coef=0.045: P<0.05) and land tenure (Coef=0.156: P<0.01). In terms of satisfaction with agricultural infrastructure, among other factors influencing satisfaction with agricultural infrastructure, the following variables played a critical role: organisation for extension services (Coef=1.779: P<0.01); assistance of household members in farming enterprise (Coef=0.411: P<0.01); government agricultural support to farmers (Coef=0.419: P<0.01); farm ownership (Coef=0.464: P<0.01); membership of farmers’ organisations (Coef=1.011: P<0.01); age of farmer (Coef= 0.030: P<0.01); level of education (Coef= 0.483: P<0.01); marital status (Coef=0.290: P<0.01); and gender (Coef= -0.576: P<0.01). The results of the analysis were used to close the knowledge gap with regards to the impact of agricultural infrastructure, availability, accessibility and satisfaction on the productivity and agricultural income of smallholder farmers in the North West Province. In terms of recommendations, the study highlighted that agricultural industries and government should commit in assisting smallholder farmers to be productive and to participate in economic activities. This could be achieved through collaboration with industries in implementing initiatives that assist and accelerate the development of smallholder farming and also through assisting smallholder farmers access agricultural infrastructure. / Agriculture and  Animal Health / D. Litt et Phil. (Agriculture)

MPH / Department of Public Health

Traditional development theories concentrated on stimulating economic growth without considering the extent to which growth would affect rural people's quality of life. Modernisation has failed to improve life in rural Third World areas. Current development thinking emphasises the human aspect of development and IS more inclined towards participatory rural development. Referring specifically to the Batlharos Water project, the study investigates and identifies the causes ofthe limited initiatives in participatory development within the Kudumane district in the North-West Province of South Africa. Trends in the evolution of development thought to people's participation, including factors, processes and approaches that may facilitate participatory development in the Kudumane area are discussed. Factors that have affected and limited earlier participatory initiatives in this area are isolated. The study concludes that unless rural communities constantly become the planners, initiators and executors of local development, no real transformation of their lives can be accomplished. / Development Studies / M.A. (Development Administration)

Traditional development theories concentrated on stimulating economic growth without considering the extent to which growth would affect rural people's quality of life. Modernisation has failed to improve life in rural Third World areas. Current development thinking emphasises the human aspect of development and IS more inclined towards participatory rural development. Referring specifically to the Batlharos Water project, the study investigates and identifies the causes ofthe limited initiatives in participatory development within the Kudumane district in the North-West Province of South Africa. Trends in the evolution of development thought to people's participation, including factors, processes and approaches that may facilitate participatory development in the Kudumane area are discussed. Factors that have affected and limited earlier participatory initiatives in this area are isolated. The study concludes that unless rural communities constantly become the planners, initiators and executors of local development, no real transformation of their lives can be accomplished. / Development Studies / M.A. (Development Administration)

Sexual assault has been in existence since the dawn of civilization with its negative impact on the physical and psychological being of women. However, little has been done to formally explore and describe experiences of sexually assaulted women in the North West Province. This study described and explored the experiences of sexually assaulted women in the North West Province. A qualitative, exploratory and descriptive design was used to describe the experiences of sexually assaulted women. Participants were purposively selected and 18 women participated in this study. Participants' ages ranged from 18-55 and all these women reported at the Thuthuzela Care Centre. Individual in-depth interviews and field notes were used to collect data. Conversations were audio taped while field notes were documented by the researcher. The purpose of the study was to use findings to make some recommendations that will provide individual support to women who are sexually assaulted. It was apparent from the findings that all victims interviewed experienced physical, social and psychological/ emotional trauma resulting from sexual assault. Dissatisfaction with the services provided by the police was also displayed. Victims indicated their need for support post sexual assault. The study recommended the development of a Sexual Assault Response Team (SART) that will support victims from trauma until trial. Development of an inter-professional Education (IPE) curriculum in universities aiming at producing sensitized, empathetic, non-blaming and non judgmental attitude by professionals involved in management of sexual assault is also recommended. The approach is hoped to enhance an understanding of each team member's role in dealing with victims of Sexual Assault. / Thesis (M.Cur) North-West University, Mafikeng Campus, 2012

This research was undertaken because there is a high level of conflict among school teachers. The seriousness of the conflict is that it has a negative effect when it is not handled constructively. If it is not prevented as early as possible. it can be escalated and become destructive. The researcher was further prompted by the fact that e en though much research has been done among schoolteachers in schools, little has been done to prevent the unnecessary conflict. As a result of the high level of conflict incidents that arc currently prevalent amongst school teacher in Moses Kotane East, the researcher felt that there is a need for a great deal of rest.:arch on how to handle conflict among school teachers. There sixty-five (65) schools in Moses Kotane East, fourteen ( 14) high schools, eight combined schools (8) and forty three (43) primary schools. There is one thousand. four hundred and fifty) ( 1450) teacher. including principals, deputies and head of departments. The researcher employed simple random sampling because every member of the population will have equal and independent chance of being included in the sample. Sixteen ( 16) schools were sampled, seven (7) primary schools, four (4) combined schools and five (5} secondary schools. From each selected secondary school eleven (I I) respondents comprising educators, site managers, heads of department or deputy and from each primary school ten (I0) respondents were selected consisting of teachers, site managers, heads of departments or deputy and from each of the three (3) selected combined schools eight (8) respondents comprising site managers, heads of departments or deputy were sampled. From another combined school seven (7) respondents consisting of site manager, head of department and teachers were also sample. The total number f respondents was one hundred and fifty six (156). The study was guided by the following research questions: what is the effective and relevant model for handling conflict among school teachers? What are the types of conflict that occur among teachers of Moses Kotane East? What arc the consequences of these conflicts? What are the strategies for resolving conflicts? What is the role of the site manager in conflict management? What arc the guidelines for handling conflict among teachers in schools? The purpose of this study was to determine how to handle conflict among teachers in schools. The aim of this study was also to assess and discuss the effective model for handling conflict among school teachers in Moses Kotane East. Based on research findings, the aim was to present guidelines or strategies for minimizing exaggerated focus of conflict among school teachers. The study was quantitative in nature and data was collected through literature review and questionnaire. Minitab Statistical Package, version fourteen ( 14) was used to capture and analyse the data. The following findings emerged from the data analysis: • That unlimited resources are the major causes of conflict. • When conflic t is handled constructively, it promotes growth and problem solving. • A Code of conduct for teachers and other additional rules should be drawn for the teacher. • Good mediation by the school manager can keep the conflict at the minimal level. Based on the findings it is recommended that teachers should know the different strategies for handling conflict. They should know how and when to use those strategies. The efTective model for handling conflict among school teachers is therefore very important. A model suggested in this study is a dynamic multidimensional model for conflict resolution because the phenomenon dealt is by nature multi-faceted. / Thesis (M. Ed) North-West University, Mafikeng Campus, 2012

This study investigated the effectiveness of the cascade model in the in-service training of ABET educators in the North West Province with special reference to its dissemination and application at the workplace. To seek an overview of longer term gain from the cascade model of training, the Kirkpatrick model of training evaluation was employed. The evaluation sought to obtain post training perception of the effectiveness of training and its longer term impact. To achieve this goal, qualitative and quantitative research approaches were employed to gather information. A survey questionnaire was used to collect data regarding the biographic information of 103 ABET educators from five Area Project Offices and to determine factors that impede or facilitate the effectiveness of the cascade model of training. Also, interviews were conducted with one ABET Provincial trainer and five APO ABET specialists. This study's significant contributions are its realization that ABET educators are not adequately involved in the planning of their in-service training programme. It further identifies nine factors that impede the effectiveness of the cascade model of training. The factors include the existence of gaps between the training of various levels, inadequate resources for training at the centre levels, negative attitudes of colleagues at the cantres, insufficient knowledge of ABET educators to conduct workshops at their centres, misinterpretation of information and ABET educators not confident to cascade what they have learned from the in-service workshops, low morale of ABET educators, pressures of work and limited time at the centres to cascade training to colleagues, ABET educator's attrition, among others. To circumvent these factors, this study recommends twelve intervention mechanisms namely: involving ABET educators in the planning of their in-service training, basing training on careful assessment of ABET educators' needs, using work-related situations in training, providing support during training, limiting time gaps between the training of various cascade levels, evaluating the impact of in-service training, among others. Finally the study suggested areas of further study on ABET educators' attrition, ABET educators' conditions of service and transfer of learning and the cost-effectiveness of the cascade model and the quality of in-service training of ABET educators. Insights from this study are beneficial to educators, educational managers, policy makers, in-service trainers, NGOs, researchers, facilitators and students. / Thesis (PhD.(Education) North-West University, Mafikeng Campus, 2010