This study explored the experiences and survival strategies of teachers in Zimbabwe in the context of low salaries that were brought by the adoption of the multicurrency system in 2009. The specific objectives were to: (i) examine the main socio-economic challenges that teachers are facing after the dollarization of the economy; (ii) establish how the teachers are coping with the challenges; and (iii) illuminate some of the key areas in which in which government may improve conditions and enhance teachers’ wellbeing so as to retain them in the education sector. To achieve its objectives, the study adopted a qualitative interpretive research paradigm. Data collection entailed conducting in-depth interviews with 20 male and female teachers drawn from primary and secondary schools in high and low density areas of the capital Harare. The objective of the interviews was to explore the coping strategies of the teachers in the post-crisis period. The livelihood framework provided the theoretical and analytical framework for the study. The key thesis of this framework is that there is a direct link between assets and the options people possess in practice to pursue alternative activities that can generate the income level required for survival. The interview guide was thus designed to solicit information of the respondents’ income levels; income-generating activities, expenditure and purchasing patterns, rural-urban ties, social networks, and community participation. The key findings of the study were that: the main socio economic challenges that the teachers are facing after the dollarization of the economy include poor salaries, poor living conditions, poor working conditions, demotivation, and restricted career growth paths and to cope with these challenges, the teachers are using the five identified forms of capital—human, physical, natural, financial, and social— to sustain their livelihoods. However a salient finding was that the teachers generally reduced their expenditure and diversified their sources of income as coping strategies. The study concludes with the following three policy recommendations. First, the government should consider using tangible compensation to improve teachers’ remuneration. Second, the government should also improving infrastructure in educational institutions to ensure that working conditions are conducive for teachers to carry out their work effectively. Third and finally, the government in partnership with organizations that promote children’s rights should mobilize resources that can be used to improve teacher motivation. These could include incentives, accelerated promotions and manpower development. / Mini Dissertation (MSocSci)--University of Pretoria, 2016. / Sociology / MSocSci / Unrestricted

This study is survey research on the reported instructional strategies of college mathematics professors. I modified an Approaches to Teaching Inventory (ATI-R) that contained likert scale, demographic and rank order items in order to characterize the instructional strategies of college math professors.

In 1975, Gabe Kotter introduced himself as the teacher of the Sweathogs on the television show Welcome Back, Kotter. Through the use of several timeless teaching strategies, Mr. Kotter facilitated the success of students identified by others as unruly and in need of remediation. Forty years later, these teaching strategies continue to be culturally relevant and applicable. During this presentation, the presenters will provide an overview of five timeless teaching strategies demonstrated by Mr. Kotter, show brief video clips, and discuss related literature.

Philosophiae Doctor - PhD / Literature evidence on challenges facing the grandparents caring for AIDS orphaned children has shown inaccessibility to health care services, inability to afford basic needs, absence of social security provisions (with the exception of the pension scheme) and lack of attention from the government and Non-Government Organizations (NGOs). In South Africa, there is insufficient documented evidence of available sustainable approaches to supporting grandparents caring for AIDS orphans in all health dimensions. This study aimed to develop strategies to improve support for grandparents caring for AIDS orphans in the Western Cape Province of South Africa.

Background and objectives: The purpose of the study was to develop strategies to facilitate nurses’ motivation for rendering quality patient care in a rural hospital using an Appreciative Inquiry approach. The objectives of the study were to determine the positive aspects that the nurses value about the work environment, the nursing profession and their organisation and to develop strategies to facilitate nurses’ motivation to render quality patient care in rural hospitals. The strategies that were developed may be used to motivate nurses in rural hospitals or be used by nurse managers and supervisors in similar poorly resourced rural hospitals in developing countries. Methods: An Appreciative Inquiry approach with a qualitative, exploratory, descriptive research design was used. Data were collected through individual semi-structured interviews and focus groups. Twenty participants were interviewed. The researcher employed Marshall and Rossman’s model and that of Tesch to analyse the data. The principles of Guba and Lincoln were used to ensure the trustworthiness; credibility; transferability, dependability, conformability and authenticity of the findings. Results: The findings revealed that factors that motivated nurses were effective feedback about their performance and for them to be involved in decision making. Conclusions: The strategies to facilitate motivation of nurses were intended for use by all managers in rural hospitals. They would also be useful to motivate nurses in similar poorly resourced rural hospitals in developing countries. / Thesis (PhD)--University of Pretoria, 2014. / lk2014 / Nursing Science / PhD / Unrestricted

Nutrition of children is crucial for normal physical, mental, and social development especially in the 6 to 24 months age group, as they are in the fast growing phase. Literature has reported under-nourishment as one of the causes of child mortality, which implies that addressing under-nourishment in children is one way of reducing child mortality. Nutrition guidelines for infants and children have been formulated by the World Health Organisation and the National Department of Health in South Africa. In spite thereof, there is a concern about the children between the ages of 6 to 24 months from a particular township in Gauteng who suffer from under-nourishment. The aim of this study was to develop strategies to improve feeding practices among caregivers of children aged 6 to 24 months residing in the particular township. Method: The researcher followed a qualitative paradigm that was explorative and descriptive. The first phase was to collect and describe current caregivers feeding practices (including cultural practices) of children 6 to 24 months. Data collection was done by means of two focus groups with purposively selected caregivers of children aged 6 to 24 months admitted in paediatric ward and diagnosed with under-nourishment alone or under-nourishment accompanied by other diseases. Caregivers' suggestions on how they can nourish their children aged 6 to 24 months was explored and described. The collected data was transcribed and coded into themes and sub-themes, followed by literature control. Caregivers suggested the following measures to improve their children's nutritional status: discarding old habits and adding new habits; introducing feeding pattern; the need to be provided with knowledge regarding factors associated with nutritional status; having access to information regarding financial management. The strategies were then based on the following themes: (1) educating and training caregivers regarding (food groups, nutrition and malnutrition, preparation of food, hygienic maintenance of utensils and hands, Introducing and adhering to a certain feeding pattern and frequency, creation of small gardens, subsistence farming and the use of recyclable water and proper financial planning and budget (2) to motivate caregivers to enhance nutrition. The second phase was to refine the strategies with the inputs from purposively selected healthcare professionals based on their knowledge regarding nutrition of children. The completeness of the strategies were disconfirmed by healthcare professionals based on the fact that educating caregivers on food groups alone without simple meal plans and augmentation of available funds to buy those food groups was inadequate. Furthermore, drought, which leads to water restriction and lack of funds to buy seeds, hamper the sustainability of subsistence farming. The significance of the study was that the caregivers, being responsible for nutrition of the children and being co-contributors of these strategies, buy-in was expected to improve the nutrition of the children and to improve nutritional health status. It is further expected that the strategies will be relevant and useful to other caregivers in the township. / Dissertation (MCur)--University of Pretoria, 2016. / Nursing Science / MCur / Unrestricted

English When we observe the interpreters in their booths battling with ambiguity in order to find the accurate meaning of an ambiguous utterance, we inevitably come to the realization of the daunting impact of ambiguities on the latter. Ambiguity in general and diplomatic ambiguity in particular, is a thorn in interpreters’ sides. Then, the main question is “what strategies can the interpreter use to cope successfully with diplomatic ambiguity?” How do interpreters manage to find ways of resolving instances of ambiguity when interpreting in a diplomatic setting that requires immediate disambiguation. This mini-dissertation investigates the theme of diplomatic ambiguity in interpreter-mediated communication and comes up with responses to these concerns and queries. It (this mini-dissertation) primarily focuses on interpreting as an act of communication insofar as interpreting is a professional verbal communication activity. It then looks specifically into ambiguity in diplomatic communication. Diplomatic communication is often riddled with ambiguity; in turn, ambiguity, affects and correlates to meaning. And here lies the problem with diplomatic ambiguity: diplomatic ambiguity prevents a proper understanding or reception of the intended meaning. It therefore poses problems to the interpreter. In view of the above, this mini-dissertation has a practical purpose: to provide the interpreter with a clear sense of problem-solving techniques for the resolution of ambiguity. In this respect, coping tactics and strategies will be proposed as a means of clarifying ambiguities, elucidating obscure passages. / French Lorsque l’on assiste au spectacle d’interprètes s’échinant dans leurs cabines à trouver le vrai sens d’une expression ambiguë, l’on se rend bien vite compte des effets redoutables de l’ambiguïté sur ces derniers. La question de l’ambiguïté en général, celle de l’ambiguïté du discours diplomatique en particulier, constitue une écharde dans le flanc de tout interprète. Alors, la question majeure qui se pose est de savoir «à quelles stratégies les interprètes peuvent-ils recourir pour faire face avec succès à l’ambiguïté diplomatique?». Comment les interprètes arrivent-ils à remédier aux problèmes d’ambiguïté diplomatique surgissant au cours de l’interprétation et qui requièrent une désambiguïsation sur le champ ? Ce mémoire traite de la question de l’ambiguïté diplomatique en situation de communication médiée par un interprète et vient en réponse aux interrogations et préoccupations ci-dessus. Ce mémoire aborde en premier chef la question de l’interprétation conçue comme un acte communicationnel dans la mesure où elle se définit comme un exercice de communication orale fait par un professionnel. Ensuite, un accent particulier sera mis sur l’ambigüité dans la communication diplomatique qui en recèle souvent; à son tour, l’ambiguïté entrave l’appréhension du sens [des mots ou concepts] auquel elle étroitement liée. C’est ici donc que se situe toute la problématique de l’ambiguïté diplomatique: l’ambiguïté diplomatique obstrue aussi bien la bonne compréhension que la réception du message à transmettre. Dès lors surgissent des difficultés d’interprétation. Au regard de ce qui précède, ce mémoire se veut pragmatique: susciter au sein des interprètes le réflexe de la recherche de techniques de résolution des problèmes de l’ambiguïté. Pour ce faire, un éventail de tactiques et stratégies susceptibles d’aider à clarifier et élucider les instances d’ambiguïté sera mis à disposition. / Mini Dissertation (MA)--University of Pretoria, 2018. / African Languages / MA / Unrestricted

MA (English) / Department of English / The purpose of this study was to investigate the English reading strategies utilised by level-one students at the University of Venda. The respondents in this study were three hundred and nine level-one students from various Schools in the University of Venda who were doing English Communication Skills (ECS) course in the 2016 academic year. The study adopted a mixed methods research design (quantitative and qualitative research approaches). Data were collected by means of a self-completion questionnaire of the Survey of Reading Strategies (SORS) developed by Mokhtari and Sheorey. The researcher employed descriptive statistics to analyse frequency use of each reading strategy using frequency, percentage, mean, standard deviation, and usage level. Open-ended data were summarised by using grouping technique. The results of the study revealed that the participants in this study were, to a large extent, aware of what they were doing when reading as they reported utilising English reading strategies with different frequencies and with the high and moderate levels of reading strategy usage. The highest mean frequency with which the respondents used a given category of strategies when reading English academic materials was 3.98 (high) which was derived from the category of problem-solving strategies, while the category of support reading strategies and global reading strategies were reported being used with the relative mean of 3.79 (high) and 3.57 (high) respectively. The findings can be helpful to students in increasing their awareness of reading strategies while reading, improving their understanding of the reading process, and enhancing confidence in their own reading ability and to teachers and lecturers in helping their students learn to become constructively responsive and thoughtful readers, which will promote academic reading skills and ultimately enhance academic achievement.

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