Playing games in a masters class: Experiences of student educational psychologists

Playing authentic educational games can support learners of all ages and abilities, particularly those with special educational or remedial needs. Playing games in cooperative groups allows learners to relate socially, motivate each other competitively and rehearse schoolwork. Literature mostly covers computer games rather than real-life educational games. This study explored student educational psychologists’ experiences in creating and playing authentic educational games to facilitate learning for children with special educational needs. In pairs, the students constructed educational games from everyday recyclable material with the purpose of reinforcing concepts related to phonics, spelling, reading and mathematics. The games required small groups of learners to play together with minimal teacher facilitation. Working with a generic, qualitative, interpretive research design, the experiences of this cohort (n=29) of Master’s students were gleaned from their reflective writings and the researcher’s journal. Thematic content analysis was used to analyse the data and identify the emergent themes within the theoretical framework of game-based learning. The findings indicated that authentic self-made educational games exhibited all the required features conceptualised in the theory of gameplay. Learning through play created experiences that are fun, motivating and have learners requesting more. Authentic educational games provided emotional and educational support. Playing educational games is a supportive adjunct to remedial interventions in the therapeutic context

In a Privileged World: The Psychosocial Experiences of Underprivileged Adolescent Girls in a High Fee Independent Gauteng Private School

To overcome the effects of socioeconomic barriers on education, many independent schools offer financial aid in the way of scholarships and bursaries. This financial aid is intended to offer access to quality education for underprivileged youth; however, positive school experiences rely on more than just physical access. This study explored the psychosocial experiences of underprivileged adolescent girls attending an independent affluent school. By using Erikson’s psychosocial theory of development, Bronfenbrenner’s Ecosystemic Model, gender differences in development, as well as the Students Multiple Worlds Model, an understanding is created of how moving between worlds of affluence and poverty may influence the identity formation of the female adolescent learner. This phenomenological study was conducted using the qualitative, interpretative method of interpretative phenomenological analysis. Using a series of unstructured interviews with each participant, information was gathered that provided insight into the psychosocial experiences of each of these girls. Findings were focused on areas of cultural identity, value formation, feelings of belonging, social comparison and perceptions of support. These findings contribute to the improved functioning of bursary programmes in independent schools and will enhance the well-being of adolescent girls in navigating between the worlds of affluence and poverty

An Analysis of the Doctrine of presumed consent and the principles of required response and required request in organ procurement

The transplantation process establishes a three-phase structure namely, procurement, preservation and allocation of human organs and tissue. These three phases are co-dependent upon the successful completion of each individual phase within that structure. This dissertation focus specifically on the first phase of the transplantation process and endeavours to analyse the doctrine of presumed consent as applied in the procurement of human organs and tissue. Thereafter, the focus point is directed upon organ procurement incentives such as the principle of required response and required request that ensure the effective application of these systems should be interconnected with organ procurement systems. Finally, a capita selecta of issues pertaining to the final two stages of the transplantation process are investigated and proposed problem areas are reflected upon. The doctrine of presumed consent as an organ procurement system proposes that individuals who fail to raise an objection in respect of organ donation during their lifetime, will upon death be presumed that they provided consent to the removal of their organs. This system operates in absolute contrast to the doctrine of informed consent as applied in South African law, establishes that an ommissio to act would constitute an implicit statement of informed consent. The application of the doctrine of presumed consent can be classified as either a hard application or a soft application. A strong application declares that upon death a who failed to raise an objection to organ donation will be considered to given consent to organ procurement and any interference by the next-of-kin are disregarded. The weak application functions in a similar way than the hard application, with the exception that the next-of-kin has the right to override the decision. This dissertation analyses whether the element of consent in the doctrine of presumed consent can be classified as a justification ground as the doctrine of informed consent of whether it infringes upon section 12(2)(b) of the South African Constitution (Act 108 of 1996). To establish the true nature of the doctrine of consent, specific reference is made the duty of disclosure that rested upon the health practitioner to inform patients about information about a proposed treatment. Arguments are raised that the nature, scope and accessibility of information about issues relating to organ donation will determine if informed consent is present in the doctrine of presumed consent. The introduction of the doctrine of presumed consent as organ procurement system could provide South Africa with an essential framework to increase organ procurement and awareness about organ donation provided that sufficient information can be accessed in an easy and effective manner. The following concepts are analysed in the dissertation: The doctrine of presumed consent The principle of required response The principle of required request The doctrine of informed consent Organ procurement incentives Routine salvaging Organ procurement systems Organ preservation and safeguarding Organ allocation systems Human Tissue and organs The moment of deathDissertation (Magister Legum (Public Law))--University of Pretoria, 2007.Public Lawunrestricte

Playing games in a masters class : experiences of student educational psychologists

Abstract: Playing authentic educational games can support learners of all ages and abilities, particularly those with special educational or remedial needs. Playing games in cooperative groups allows learners to relate socially, motivate each other competitively and rehearse schoolwork. Literature mostly covers computer games rather than real-life educational games. This study explored student educational psychologists’ experiences in creating and playing authentic educational games to facilitate learning for children with special educational needs. In pairs, the students constructed educational games from everyday recyclable material with the purpose of reinforcing concepts related to phonics, spelling, reading and mathematics. The games required small groups of learners to play together with minimal teacher facilitation. Working with a generic, qualitative, interpretive research design, the experiences of this cohort (n=29) of Master’s students were gleaned from their reflective writings and the researcher’s journal. Thematic content analysis was used to analyse the data and identify the emergent themes within the theoretical framework of game-based learning. The findings indicated that authentic self-made educational games exhibited all the required features conceptualised in the theory of gameplay. Learning through play created experiences that are fun, motivating and have learners requesting more. Authentic educational games provided emotional and educational support. Playing educational games is a supportive adjunct to remedial interventions in the therapeutic context

Challenges to implementing the food-based dietary guidelines in the South African primary school curriculum: a qualitative study exploring the perceptions of principals and curriculum advisors

Objectives: The South African food-based dietary guidelines (FBDG) were developed and implemented to promote healthy lifestyles in the population along with preventing non-communicable diseases and other forms of diet-related illness. The FBDG were recommended for implementation within the national school curriculum. The objective of this study was to explore perceived challenges to successful implementation of these guidelines in the primary school curriculum.Design: This qualitative study gathered data via semi-structured individual interviews. Data were transcribed and analysed with ATLAS.ti software, using a thematic approach.Setting: Public primary schools located in three education districts in the Western Cape, South Africa.Subjects: Principals at twelve schools from communities with different socioeconomic statuses, and five curriculum advisors of relevant subjects from provincial and district levels.Outcomes measures: Perceived barriers to implementing FBDG in the primary school curriculum.Results: A lack of knowledge and/or expertise related to the FBDG by educators, time constraints within the teaching programme and lifestyle related factors of educators, parents and learners emerged as the three main challenge themes from the interviews. A lack of resources was identified as an additional theme.Conclusions: The principals and curriculum advisors anticipated many barriers to the success of implementing nutrition education using the FBDG in the primary school curriculum. Adequately addressing such barriers through improved awareness and knowledge of the FBDG by school staff could improve the potential of using the FBDG as a nutrition education tool in primary schools in South Africa.Keywords: challenges, food-based dietary guidelines, implementation, school curriculum, South Afric

Obesity in South Africa: The South African Demographic and Health Survey

To ascertain the anthropometric profile and determinants of obesity in South Africans who participated in the Demographic and Health Survey in 1998. RESEARCH METHODS AND PROCEDURES: A sample of 13,089 men and women (age, _15 years) were randomly selected and then stratified by province and urban and nonurban areas. Height, weight, mid-upper arm circumference, and waist and hip circumference were measured. Body mass index (BMI) was used as an indicator of obesity, and the waist/hip ratio (WHR) was used as an indicator of abdominal obesity. Multivariate regression identified sociodemographic predictors of BMI and waist circumference in the data. RESULTS: Mean BMI values for men and women were 22.9 kg/m2 and 27.1 kg/m2, respectively. For men, 29.2% were overweight or obese (_25 kg/m2) and 9.2% had abdominal obesity (WHR _1.0), whereas 56.6% of women were overweight or obese and 42% had abdominal obesity (WHR _0.85). Underweight (BMI _18.5 kg/m2) was found in 12.2% of men and 5.6% of women. For men, 19% of the variation of BMI and 34% of the variation in waist circumference could be explained by age, level of education, population group, and area of residence. For women, these variables explained 16% of the variation of BMI and 24% of the variation in waist circumference. Obesity increased with age, and higher levels of obesity were found in urban African women. DISCUSSION: Overnutrition is prevalent among adult South Africans, particularly women. Determinants of overnutrition include age, level of education, ethnicity, and area of residence.South African National Department of Health, the medical Research Council of South Africa and United States Agency for International Developmen

Risk profile for chronic diseases of life-style in older black South Africans. The BRISK Study

This paper describes the risk-factor profile for chronic diseases of life-style in the older black population of Cape Town and compares it with risk profiles in other South African ethnic groups. A hundred and sixty-eight men and women aged 60 years and over from formerly designated black areas of Cape Town were sampled in 1990. Laboratory diagnosis of hyperlipidaemia and clinical measurements of blood pressure and body mass index were carried out and reported incidences of smoking and dietary intake were recorded. A low risk profile was found in the sample: Total cholesterol (TC) and low-density lipoprotein cholesterol (LDLC) levels were low and high-density lipoprotein cholesterol/total cholesterol (HDLC/TC) ratios high, with approximately 90% of the sample having protective ratios > 20%. Hypertension was found in 25.7% of men and 48.7% of women. Of the hypertensives, only 53.5% were on anti-hypertensive medication. A high prevalence of obesity was found in the women (51.3%). Smoking rates were 47.3% in men and 28.3% in women. Dietary information showed that the group consumed an essentially prudent diet. Men had higher cholesterol intakes (300mg) than women (I75mg), while women consumed significantly more carbohydrates as a source of energy than men (p 0.05). It is concluded that the study population is at lower risk for chronic diseases of life-style than other ethnic groups in South Africa, but it is uncertain whether the low rates will continue in future generations

Symbolic representations as teachers’ reflect on Inclusive Education in South Africa

Abstract: The inclusive education movement generated many changes in the education system worldwide, resulting in teachers needing to change their practice and beliefs and implement inclusive teaching strategies to accommodate a more diverse learner population. Numerous professional development courses were conducted in South Africa, however the expected change in attitude and practice proved difficult to achieve for many. Even after attending such courses, teachers found it challenging to establish inclusive learning environments, believing they did not have the necessary skills and resources to teach learners with divergent learning needs. This study explored the pivotal role of teachers and their personal perspectives of themselves as inclusive practitioners in South Africa after attending a professional development course on inclusive education strategies. A qualitative, interpretative research design was utilised whereby visual symbols alongside written reflections were analysed to identify changes in teachers’ knowledge, beliefs and practice. Findings revealed that teachers’ knowledge had increased, their attitudes towards learners with diverse needs was more positive, they felt more confident in their own abilities and more equipped for the task. Critical reflection emerged as an essential skill for teachers to be able to question their beliefs and rethink their practice but that this skill needed to be actively taught and encouraged in order to change prevailing perceptions of diversity and improve teaching practice

"HealthKick": Formative assessment of the health environment in low-resource primary schools in the Western Cape Province of South Africa

BACKGROUND: This study evaluated the primary school environment in terms of being conducive to good nutrition practices, sufficient physical activity and prevention of nicotine use, with the view of planning a school-based health intervention. METHODS: A sample of 100 urban and rural disadvantaged schools was randomly selected from two education districts of the Western Cape Education Department, South Africa. A situation analysis, which comprised an interview with the school principal and completion of an observation schedule of the school environment, was done at all schools. RESULTS: Schools, on average, had 560 learners and 16 educators. Principals perceived the top health priorities for learners to be an unhealthy diet (50%) and to far lesser degree, lack of physical activity (24%) and underweight (16%). They cited lack of physical activity (33%) and non-communicable diseases (NCDs; 24%) as the main health priorities for educators, while substance abuse (66%) and tobacco use (31%) were prioritised for parents. Main barriers to health promotion programmes included lack of financial resources and too little time in the time table. The most common items sold at the school tuck shops were crisps (100%), and then sweets (96%), while vendors mainly sold sweets (92%), crisps (89%), and ice lollies (38%). Very few schools (8%) had policies governing the type of food items sold at school. Twenty-six of the 100 schools that were visited had vegetable gardens. All schools reported having physical activity and physical education in their time tables, however, not all of them offered this activity outside the class room. Extramural sport offered at schools mainly included athletics, netball, and rugby, with cricket and soccer being offered less frequently. CONCLUSION: The formative findings of this study contribute to the knowledge of key environmental and policy determinants that may play a role in the health behaviour of learners, their parents and their educators. Evidently, these show that school environments are not always conducive to healthy lifestyles. To address the identified determinants relating to learners it is necessary to intervene on the various levels of influence, i.e. parents, educators, and the support systems for the school environment including the curriculum, food available at school, resources for physical activity as well as appropriate policies in this regard

Consumption patterns of street food consumers in Cape Town

Street foods (SF) contribute significantly to the diet of people living in low- and middle-income countries, however there is a paucity of data on consumption patterns of SF. Since many South Africans consume SF regularly, it is important to determine their purchasing habits, food choices, and nutrition knowledge. A cross-sectional survey conducted in Cape Town metropolitan area, with trained fieldworkers using a structured questionnaire on 1121 SF consumers. The first ten clients who visited a randomly-sampled SF vendor were approached and invited to participate. Data were analysed using IBM Statistics SPSS version 23. Most consumers were black, male, single, and had some high-school education and/or matriculated. Main findings indicated that 38% of these consumers consumed SF almost daily, 43.3% consumed SF frequently (2-3 times per week) and 29% spent between R600 and R899 per month on SF. Items purchased most often in descending order of frequency were fruit, foods and baked products, cold drinks, sweets, peanuts, crisps, fruit juice, biscuits, and chocolates. If healthier SF were available, 96% consumers indicated they would purchase these, with fruit, meat/chicken and vegetable stew, yoghurt and nuts being preferred options. There is a large market for SF consumers in Cape Town. However, most food items consumed, with the exception of fruit and peanuts, are unhealthy by virtue of their high sugar and fat content. SF consumers are however, willing to purchase healthier foods, should these be available.DHE