Evaluation of the water quality of Lake Nsezi in Richards Bay

Freshwater of acceptable quality is crucial for certain needs and uses such as recreational, domestic and industrial activities (Bartram and Balance, 1996). Water contamination and excessive use and abuse of the fresh water environment, threaten development as well as a variety of other life aspects and make water assessment necessary for safe drinking water delivery. It has been proven that water of good quality is important to sustain development (Karolina et al., 2011). South African freshwater resources such as lakes, rivers and groundwater, undergo intense stress owing to a rapidly expanding population, a growing economy, severe pollution from various industries, a possible effect of global warming and an increase in droughts (Oberholster et al., 2008). A study done by Boyd (2010), further confirmed the decline in water quality of these resources due to excessive contamination caused by urban development, human activities, industrialisation, forest establishment, agriculture and mining operations. For this project, the analysis of physical, chemical and biological parameters of the water from Lake Nsezi was used to assess the water quality of the lake. Results from the analysis were compared to Target Water Quality Range (TWQR) of the Water Quality Guidelines for the Aquatic Environment (WQG/AE) and for Domestic Use (WQG/DU). A further comparison was done between data from the current study and available historical water quality data of Lake Nsezi. From the results for this project and historical data, it was evident that parameters such as total dissolved solids (TDS) and chloride, metals such as aluminium, cadmium, copper, lead and manganese, and total coliform counts were above the TWQR for the WQG/AE and WQG/DU at most of the sampling sites.Environmental SciencesM. Sc. (Environmental Science

School culture and social inequalities in school-based health promoting interventions in Québec elementary schools

Contexte : Les interventions de promotion de la santé (IPS) en milieu scolaire visent à soutenir le développement des jeunes et promouvoir l'adoption de modes de vie sains. Une culture scolaire promotrice de santé a été identifiée comme un facteur facilitant l’adoption, la mise en œuvre et l’efficacité des interventions. Toutefois, la culture scolaire peut varier d'une école à l'autre, particulièrement dans celles accueillant des élèves issus de milieux défavorisés, et des inégalités dans l’offre d’IPS risqueraient d’exacerber les inégalités de santé existantes. Un écart de connaissances persiste sur les inégalités sociales dans la culture scolaire et l’offre d’IPS dans les écoles desservant des élèves de statut socio-économique différent. Objectifs : L'objectif était d'étudier les associations entre le niveau de défavorisation de l’école, la culture scolaire et la disponibilité d’IPS. Nous avons cherché à: (1) quantifier l'association entre la défavorisation de l’école, l'importance de problématiques de santé et la disponibilité d’IPS; (2) quantifier l'association entre la défavorisation de l’école et la culture scolaire promotrice de santé. Les résultats de l'objectif 1 ayant montré un gradient social dans la disponibilité d’IPS en matière de santé mentale, nous avons approfondi pour: (3) quantifier l'association entre des variables du contexte scolaire et la présence d’IPS de santé mentale; (4) les caractériser par rapport aux meilleures pratiques (ex. approche globale, optimisation de la culture scolaire). Méthodes : Les données sont tirées de PromeSS, une étude transversale comprenant 171 écoles primaires du Québec, Canada (2017-2019). Quatre mesures d'une culture scolaire promotrice de santé ont été développées à partir du modèle théorique «Health Promoting Schools». Des modèles de régression logistique, ANOVA unidirectionnelle et tests de Tukey ont servi à estimer les associations entre les variables d’intérêt. Des données approfondies sur un échantillon de 25 IPS de santé mentale ont été analysées dans le cadre d'une analyse de cas croisés. Résultats : Les écoles défavorisées ont signalé plus de problématiques de santé que les écoles favorisées. Les proportions d’IPS disponibles étaient similaires, sauf pour les IPS de santé mentale offertes en plus grande proportion dans les écoles favorisées. Les écoles favorisées avaient une culture scolaire plus promotrice de la santé que les écoles défavorisées, principalement en termes d'engagement avec les familles et la communauté. Les écoles plus susceptibles de mettre en œuvre des IPS de santé mentale étaient les écoles favorisées, ayant une culture scolaire plus promotrice de santé et où les problématiques de santé mentale étaient considérées comme importantes. Bien que généralement bien adaptées à leur contexte, peu d’IPS de santé mentale étaient alignées avec les meilleures pratiques. Conclusions : Cette thèse illustre l’importance du contexte dans lequel les IPS sont mis en œuvre, incluant la culture scolaire comme caractéristique essentielle pour des IPS efficaces et les conditions socioéconomiques des élèves. La capacité des écoles à établir une culture scolaire promotrice de santé et à mettre en œuvre des interventions fondées sur les données probantes devrait être renforcée, en particulier pour les écoles défavorisées, afin d'améliorer la santé des élèves et de réduire les inégalités.Background: School-based health-promoting interventions (HPIs) are key components of public health strategies that aim to support youth development and promote the adoption of healthy lifestyles. A health-promoting school culture, which represents the school’s context for HPI implementation, has been identified as a facilitator of HPI adoption, implementation, and effectiveness. However, school culture may vary across schools and in particular, schools serving students from disadvantaged backgrounds which face known challenges for HPI implementation. Inequalities in school culture and HPI programming may exacerbate existing health inequalities across disadvantaged versus advantaged settings. Yet little is known about social inequalities in school culture or HPI availability across schools serving student populations of varying socio- economic status. Objectives: The aim of this dissertation was to investigate the associations among school deprivation, school culture and HPI availability. Specifically we aimed: (1) to quantify the association between school deprivation and each of perceived importance of health issues and HPI availability; (2) to quantify the association between school deprivation and health-promoting school culture. Because results from objective 1 showed a social gradient in the availability of mental health HPIs, we delved deeper: (3) to quantify the association between school context variables and the availability of mental health HPIs; and (4) to characterize them according to their alignment with best practices for effective school-based mental health promotion. Methods: Data were drawn from the PromeSS study, a cross-sectional survey of school principals including 171 elementary schools across Québec, Canada (2017-2019). Four measures of a health- promoting school culture were developed drawing from the Health Promoting Schools theoretical model. Logistic regression models, one-way ANOVA and post-hoc Tukey tests were used to estimate associations between school deprivation, health-promoting school culture, importance of health issues, and HPI availability. In-depth data on a sample of 25 mental health HPIs implemented in study schools were analyzed in cross-case analysis. Results: The three articles that comprise this thesis show that: (1) disadvantaged schools reported more health issues as important than advantaged schools, but similar proportions of HPIs, except for mental health HPIs (a higher proportion of advantaged schools reported offering one in the past year); (2) advantaged schools had a more health-promoting school culture than disadvantaged schools, primarily in terms of engagement with families and the wider school community; (3) in the case of mental health promotion, advantaged schools, schools with a more health-promoting school culture, and schools where mental health issues were seen as important were more likely to implement mental health HPIs; and (4) although schools generally implemented interventions that were highly tailored to their context, few mental health HPIs were aligned with best practices for effective mental health promotion (e.g., whole-school approach, optimization of school culture). Conclusion: This thesis suggests that the context in which school-based HPIs are implemented matters, including student socioeconomic conditions. It strengthens empirical support for health- promoting school culture as a crucial feature for effective HPIs. School capacity for establishing a health-promoting school culture and implementing evidence-based interventions should be reinforced, especially for disadvantaged schools to improve student health and reduce inequalities.estimate associations between school deprivation, health-promoting school culture, importance of health issues, and HPI availability. In-depth data on a sample of 25 mental health HPIs implemented in study schools were analyzed in cross-case analysis. Results: The three articles that comprise this thesis show that: (1) disadvantaged schools reported more health issues as important than advantaged schools, but similar proportions of HPIs, except for mental health HPIs (a higher proportion of advantaged schools reported offering one in the past year); (2) advantaged schools had a more health-promoting school culture than disadvantaged schools, primarily in terms of engagement with families and the wider school community; (3) in the case of mental health promotion, advantaged schools, schools with a more health-promoting school culture, and schools where mental health issues were seen as important were more likely to implement mental health HPIs; and (4) although schools generally implemented interventions that were highly tailored to their context, few mental health HPIs were aligned with best practices for effective mental health promotion (e.g., whole-school approach, optimization of school culture). Conclusion: This thesis suggests that the context in which school-based HPIs are implemented matters, including student socioeconomic conditions. It strengthens empirical support for health- promoting school culture as a crucial feature for effective HPIs. School capacity for establishing a health-promoting school culture and implementing evidence-based interventions should be reinforced, especially for disadvantaged schools to improve student health and reduce inequalities

Contextualised Inclusive Education: A Retrospective Look at Technical and Vocational Education and Training (TVET) in Botswana

The purpose of this paper is to intrinsically explore how inclusive education (UNESCO, 1994) can be contextualized and applied within the cultural perspective of Botho[1]. The impending issue restraining reform of inclusion policies in Botswana and other Sub-Saharan countries is failure to tailor these policies to local context (ILO, 2011; Mosalagae, 2014). The argument raised by the authors is that, conceptualized inclusion should not only have to do with responding to heterogeneous needs of learners by way of augmenting participation but also a lot to do with the necessary shift in underlying cultural values and beliefs. TVETs as custodians of formal, informal, and non-formal education need to be cognizant of the national impact contextualized inclusive education has and relentlessly work towards raising the level of awareness to this important but missing service to our nation. An interpretivist approach is found relevant in assessing the practices and experiences of other countries to help in the comprehension of inclusion from an African perspective. The findings reveal that African culture has been influential as a decisive element in shaping the challenges faced by marginalized groups[2] and in particular people with disability[3] (Munyi, 2011; Abosi, 2008). Although, the five countries under study have shown to have ratified and enacted national and international policies as a way of responding to inclusive education; the authors argue that the concept of Botho coupled with inclusion may yet prove to be key in the realization of these policies. Critical to Botho is social justice which can be adopted as a doctrine of inclusive education in order to effectively adapt it to Africa’s cultural context. Keywords: Inclusive Education, Botho, Disability. [1] derived from Tswana and signifies a social contract of mutual respect, responsibility and accountability that members of society have toward each other and defines a process for earning respect by first giving it, and to gain empowerment by empowering others (University of Botswana, 2015). [2] In essence marginalization may be on the basis of religion, race, ethnicity, linguistic minority, gender, social status, health and disability to mention a few. [3] Impairments of either the mind, senses, and/or motor functioning of the body (Ingstad, 1995

Mathematical approach and implementation of frequency mapping techniques in power-line communications channel

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Use of Employer Branding as a Tool for Attracting and Retaining Talent: Evidence from Private Higher Education Institutions (PHEIs) in Botswana

The purpose of this research was to examine how employer branding is used as a tool for attracting and retaining talent in private higher education institutions. Literature shows that employer brand is very important if well implemented and communicated in highlighting an institution as an attractive employment destination, that is, as an employment destination of choice. A structured questionnaire, that employed a five-point Likert scale, from strongly agree to strongly disagree was used as a data collection instrument. Both descriptive and inferential statistics were used to analyse and interpret data. Results of the study showed that private higher education institutions deploy a number of employer branding strategies to attract and retain talent. Furthermore, results also showed that biographical factors such as age and education are critical issues authorities in PHEIs should look at when designing, implementing and communicating their brands as these have an effect on how talent perceive the PHEIs as attractive workplaces as well as on how long talent will remain as an employee at the institutions. Keywords: Talent, employer branding, private higher education institutions, employer branding strategie

La vaccination des préadolescentes contre les virus du papillome humain (VPH) au Québec et les premières expériences sexuelles

D’après la théorie de la compensation du risque, la vaccination contre les VPH pourrait entraîner une augmentation des comportements sexuels à risque. Cette étude visait à vérifier si une dose supplémentaire du vaccin Q-VPH administrée entre 13 et 15 ans est associée à la survenue des premiers rapports sexuels chez les filles vaccinées au Québec. L’analyse a été réalisée sur les données recueillies dans le cadre d’un essai randomisé en cours, ICIVPH. Après avoir toutes reçu deux doses de vaccin Q-HPV en quatrième année, seules les filles du groupe d’intervention ont reçu une troisième 60 mois après la première. Des filles sans expérience sexuelle à la randomisation et ayant répondu au questionnaire de suivi un an plus tard ont constitué notre sous-groupe d’étude. De 1581 filles, 798 (50,5 %) ont reçu une dose supplémentaire de vaccin Q-HPV et 783 (49,5 %) ne l’ont pas reçue (groupe témoin). À la randomisation, les deux groupes présentaient des caractéristiques similaires : âge moyen (14,8 ans), canadienne-française exclusive (70,5 %), naissance au Canada (91,3 %), utilisation de la contraception hormonale (12,0 %) et tabagisme (4,5 %). De même, un an après la randomisation, des proportions similaires de participantes ont débuté une activité sexuelle (17,2 % vs 19,9 % ; p 0,26), ont eu des rapports sexuels avec pénétration (14,9 % vs 16,4 % ; p 0,24) et ont utilisé le préservatif (67,5 % vs 63,4 % ; p 0,57). Deux participantes, une dans chaque groupe, ont signalé une ITS et une dans le groupe témoin a rapporté une grossesse. Dans l’analyse multivariée, l’initiation de l’activité sexuelle était associée à l’origine canadienne-française exclusive (RC 1,5 ; IC : 95 % : 1,1-2,0), au tabagisme (RC 3,0 ; IC : 95 % : 1,8-5,1) et à la contraception hormonale (RC 2,4 ; IC 95 % : 1,7-3,4). Nous n’avons pas observé une association entre le fait d’avoir reçu une dose supplémentaire de vaccin contre les VPH entre 13 et 15 ans et la survenue des premiers rapports sexuels et d’autres comportements sexuels à risque.Some fear that HPV vaccination may lead to an increase in risky sexual behaviours, based on the theory of risk compensation. This study aimed to test whether receiving an additional dose of Q-HPV vaccine between the ages of 13 and 15, would lead to riskier sexual activity over a year, among teenage girls vaccinated in Quebec, Canada. We analyzed data collected as part of an ongoing randomized trial, ICI-VPH, investigating the role of a booster dose of HPV vaccine. All participants received 2 doses of Q-HPV vaccine in fourth grade. The intervention group received vaccine-booster dose 60 months after their first one. We analysed only girls who had no sexual experience at the time of the randomization and who responded to the follow-up questionnaire one year later. Of 1581 girls, 798 (50.5%) received an additional Q-HPV vaccine dose and 783 (49.5%) did not. At the time of randomization, groups showed similar characteristics: the mean age was 14.8 years, 70.5% self-identified as French-canadian only, 91.3% were born in Canada, 12.0% were using hormonal contraception and 4.5% were smokers. In the year following randomization, similar proportions of participants initiated sexual activity (17.2 % vs 19.9 %; p-value 0.26); initiated intercourse (14.9 % vs 16.4 %; pvalue 0.24); and used condoms (67.5 % versus 63.4 %; p-value 0.57). Only 2 participants reported an STI (one in each study group), and one reported a pregnancy (in the control group). In multivariate analysis, identifying as French- Canadian only (OR 1.5; 95 % CI: 1.1-2.0), tobacco smoking (OR 3.0; 95 % CI: 1.8-5.1) and hormonal contraception use (OR 2.4; 95 % CI: 1.7-3.4) were associated with sexual activity initiation. We did not observe an increase in risky sexual behaviors in adolescent girls who received an additional dose of HPV vaccine between 13 and 15 years of age

An assessment of the practice of public relations practitioners in marketing the corporate image in selected organisations

The profession of public relations has suffered negative associations and connotations as far as its role and practice are concerned. Alongside these, there are theories put forward within the field suggesting ways that could be used to assist public relations practitioners to become more successful in serving their organisations, marketing their organisation’s corporate image as well as reversing public relations’ negative legacy which has long existed as suggested by Steyn and Puth. This treatise argues that the real situation of the practice of public relations, its roles and the successes of PR practitioners in marketing the corporate image of their organisation might differ from what theories proposed. Thus this study seeks and intends to correlate what has been theorized with current practice in the profession. In addition, this study reflects and corroborates public relations practitioners’ roles in marketing the corporate image of organisations within the proposed new strategic role and through the existing traditional roles as compared to theory. Finally, this study also helps establish required changes to the traditional roles of the practitioners with the aim of reflecting the current situations in the existing selected organisations. In order to achieve the objectives of this study, the views and perceptions of public relations practitioners and managers of selected organisations were examined through a survey by questionnaire. This data was then analysed to determine their roles in marketing the corporate image of organisations in terms of the new strategic role and through the existing traditional roles as compared to theory. The sample included public relations practitioners and chief executive officers of Goodyear Tyre and Rubber Holdings (Pty) Ltd , Nelson Mandela Bay Municipality and Transnet National Ports Authority. The findings seem to support the hypotheses of the study in concluding that: The strategic roles identified in theory such as the solution around the myth and allegory of success in the practice and profession of public relations might not be realised in current practice, and Public relations practitioners’ effectiveness in marketing the corporate image of their organisations is affected by the way their roles are perceived within organisations. It is the hope of the researcher that, the findings of this investigation will set foundations for further research on the assessment and estimation of the practice of the public relations practitioners in marketing the corporate image of organisations

LES EXCEPTIONS A L’INCAPACITÉ DE L’ENFANT EN DROIT CONGOLAIS

L’enfant est toute personne âgée de moins de 18 ans ; il est aussi appelé « mineur » et désigné comme étant incapable. De ce fait, il est soumis à l’autorité parentale de ses parents jusqu’à sa majorité, quant à l’administration de sa personne et de son patrimoine et quant à sa protection, sa santé et sa moralité. L’incapacité est une restriction légale à l’aptitude d’une personne à être titulaire des droits et d’assumer des obligations ou à les exercer. A part la représentation, le mineur peut acquérir une capacité partielle par l’émancipation tout en demeurant sous le régime de la représentation en ce qui concerne les actes pour lesquels il est incapable. Cependant, l’exception confirmant la règle, il est des cas où le mineur devient capable sans être émancipé. Il pose certains actes dans les circonstances et conditions bien déterminés par le Code de la famille, de la loi portant protection de l’enfant et le Code du travail