A descriptive study of children with cerebral palsy at Chris Hani Baragwanath academic hospital

A research report Submitted to the Faculty of Health Sciences, University of the Witwatersrand, Johannesburg in partial fulfilment of the requirements for the Degree Of Master of Medicine in the branch of Paediatrics. Johannesburg, April 2015Cerebral Palsy is a motor disability that is due to a non-progressive insult to the motor brain that is still developing. The term thus describes a group of disorders that are due to the insult. The motor disturbances present are often accompanied by seizures together with impairment in sensation, communication, cognition, and perception. There is limited knowledge about the demographics of children with CP seen at Chris Hani Baragwanath Academic Hospital CP clinic, this study was aimed at describing these demographics, to expand on what is currently known about these patients. The study was a retrospective descriptive study of clinic files of new CP patients seen at CP clinic from 1st January to 31st December 2012. The objectives of the study were: to determine the age at presentation; to establish the commonest types of CP seen at the clinic; to determine imaging abnormalities; and to assess the level of functional capabilities of patients using the Gross Motor Functional Classification Scale. The data was collected from 145 patient’s clinic files, and managed using REDCap and a statistical programme: STATA 12.0. 145 patients files were reviewed, 92 were males, 53 were females. The average age at presentation was 34.17 months (2.8 years); most patients had moderate type of CP (46.2%), predominately mixed spastic diplegia (20.7%). The most common imaging modality used was a CT scan (60.7%); it revealed hypoxic ischemic brain injury in 42% of cases. The level of severity as described by the GMFCS was level III in most cases (37.50%). Cerebral palsy is a common, debilitating disorder; this study has highlighted some of the demographics of these patients at Chris Hani Baragwanath Academic Hospital, CP clinic

Transboundary landscapes and rural livelihoods: a case study from the northern Kwazulu-Natal and Mozambique border

Transboundary landscapes were introduced to southern Africa through colonialism and persist in the present day. These transboundary landscapes are constructed through political boundaries separating states as well as through the linkage of nature reserves and game parks located in adjacent countries. These landscapes have caused shifts in the livelihoods of the rural communities existing near them. This is the case for the Mbangweni rural area in northern KwaZulu-Natal in South Africa. This rural area, located in a transboundary landscape formed by the national border that separates Mozambique and South Africa, sits in between Ndumo Game Reserve and Tembe Elephant Park. The proposed linkage of these two nature reserves to each other and to the Maputo Special Reserve in Mozambique seeks to create a transboundary landscape that has negative consequences for the livelihoods of the Mbangweni community. Through the analysis of this rural community and the nature reserves on either side of it, this research sought to enhance understanding about how rural communities interact with transboundary landscapes, as well as the perceptions held by these rural communities and other actors (especially within the conservation sector) about how these landscapes influence rural livelihoods as well as the consequences of these landscapes on rural livelihoods. The study sought to also understand the level of institutional fit and interplay that exists between the institutions that govern over this landscape as well as between the institutions and the lived realities of the Mbangweni community by documenting the historical and current transboundary livelihood practices of the people of Mbangweni, determining the manner in which government actors and conservation authorities perceive and conceive of the transboundary landscape, determining whether or not (and to what extent) local and government perceptions about the transboundary landscape in Mbangweni are similar, and if not, how that affects livelihood activities on the ground and visually mapping out the different perceptions of the landscape held by the Mbangweni community and associated governing institutions. Qualitative data collection methods were used. These included 10 oral history interviews, 2 focus groups and 3 key informant interviews. The findings of this study reveal that the initial establishment of the transboundary landscape in this region led to the separation of the population of the Maputaland. The communities in northern KwaZulu-Natal and those in southern Mozambique once lived as a single population group. The national border separating South Africa from Mozambique was introduced and forced some of the population to settle on one side of the border and the rest on the other side. Although initially very rigid, the border's laws now allow for the informal movement of people and trade of goods between the southern Mozambique and northern KwaZulu-Natal areas. The study, therefore, found that the border's porous nature had a positive impact on the livelihoods of the people of Mbangweni. The findings also revealed that in addition to the national border, other institutions and entities were considered important for the livelihoods of the community. These institutions and entities include the traditional authority, the local municipality and the nature reserves adjacent to the Mbangweni community. These key role players each contributed to and impacted the rural livelihoods with the traditional authority having the biggest influence and most positive impact, the local municipality having the smallest influence and not much of an impact and the nature reserves having relatively minimal influence on the daily conduction of livelihoods but the most negative impact on how these livelihoods are conducted and sustained. Furthermore, the study showed that the key role players hold differing perceptions of the landscape and that these perceptions also differ from those held by the Mbangweni community. The study showed that the disconnect in perceptions of the landscapes results in isolated and fragmented land use by the entities and institutions occupying the same space. Conflict then arises due to the entities understanding and viewing the landscape as a space for different priorities. The nature reserves and their governing institution prioritise natural resource conservation and the Mbangweni community and the traditional authority, as its governing institution, prioritise their livelihoods and access to natural resources. These differing perceptions of the landscape perpetuate the institutional misfit and lack of interplay between the entities and governing institutions. The study found that even with different understandings of the landscape they occupy, each entity and relevant governing institution have the potential to facilitate institutional bricolage which would require adjustments of and changes to their mandates and goals to accommodate the mandates and goals of other institutions, other entities as well as the lived realities of the Mbangweni community. By fostering this bricolage, a transboundary landscape that adequately serves the needs and purposes of all its entities, whilst minimising opportunities for conflict between them, would be created

An exploration of three rural teachers’ practices on the use of English as a language of learning and teaching (LOLT) when teaching geography.

Master in Education. University of KwaZulu-Natal. Pietermaritzburg, 2017.The purpose of this study is to explore the teachers‟ practices on the use of English as a Language of learning and teaching (henceforth LOLT) when teaching Geography in three secondary schools located in rural areas in the uMshwathi District of KwaZulu-Natal. Three participants teaching Geography at the FET level in these three rural school contexts were selected using a purposive sample method. This research seeks to answer the three following critical questions: What are teachers‟ challenges of teaching Geography in rural schools using English as a LOLT? Secondly, what are teachers‟ practices of teaching Geography using English as a LOLT? Thirdly, how do teachers‟ practices facilitate the learners‟ understanding of Geographical concepts using English as a LOLT? This study lends itself to an interpretivist approach as it aims to understand the challenges and teachers‟ practices on the use of English as a Language of learning and teaching (LOLT) when teaching Geography to ESL learners. Three principles of Geography discourse by Naidoo (2013) were used as a conceptual framework of this study. The semi-structured interviews and classroom observations have been conducted by a researcher to collect a qualitative data from these three grade ten Geography teachers using a case study methodology. Both deductive and inductive approaches to data analysis were adopted to analyse findings using themes that have emerged from the data and three principles of Naidoo‟s (2013) of Geography discourse. The findings showed that most ESL learners attending these rural schools find it difficult to acquire Geography content knowledge presented in English. Some of the factors that contribute to this include learners‟ poor capability to speak/understand English, work volume and the number of concepts used in the subject Geography, teaching strategies used by the teacher to conduct a lesson and the environment in which the learners are located. As a result of these factors and experiences, learners remain silent during lessons where English is used to teach the learners. They also give their answers in chorus whenever the teacher poses a question in English. Consequently, these learners obtain poor results when assessed in English during tests and examinations. Therefore, this study recommends that the South African Department of Education organises more formal workshops based on teaching English Second Language teachers about different ways or strategies of teaching ESL learners whose competency in English is very poor

Examining the level of satisfaction of low-income housing beneficiaries : the case study of Bhambayi housing project, iNanda (KZN).

Master of Housing. University of KwaZulu-Natal. Durban, 2018.The South African post-apartheid government considers low-income housing provision as a core focus. As a result, it has embarked on a housing subsidy scheme as a means to address the massive housing backlog. This thesis sought to examine the level of satisfaction of the beneficiaries of a low-income housing project implemented through the South African National Housing Subsidy Scheme in Bhambayi (Jiniva), INanda, Kwazulu-Natal, South Africa. The study used a qualitative research approach, incorporating in-depth interviews, focus groups and observation in examining the level of satisfaction of the beneficiaries of low-income housing. Based on the information gathered through the research, it can be concluded that there was some form of community participation in the housing project. Beneficiaries had the opportunity to express their ideas through community participation and that provided them with direct access to the project. The findings revealed that overall the beneficiaries were satisfied with the housing environment, including housing features and basic services. However, there were complaints about certain aspects of the housing units but these were in the minority. Moreover, the findings revealed that there is a progressive realisation of the right to adequate housing as stipulated in the South African Constitution and which is being met by government. The beneficiaries that were allocated subsidised houses informed the researcher that their standard of living had improved as a result. Thus, in terms of the findings of the study, the Department of Human Settlement’s vision of housing promoting social cohesion and an improved standard of living for the poor is being achieved. This study is a contribution to the body of knowledge on the participation of beneficiaries in a low-income housing project in South Africa

Reasons why self-directed learning is important in South African during the COVID-19 pandemic

We live in unprecedented times and are bombarded with various changes to normality and everyday usual business. Recently, the COVID-19 pandemic has changed the face of university education in South Africa and the world. The move towards remote teaching has denied medical students to do their practical work in hospitals, science students to access their laboratories where they conduct their experiments as part of their coursework and has denied students a chance to gain information in university libraries. This has had effects on both students’ and lecturers’ progress in the academic year and has called for an abrupt change in the way they view teaching and learning. The aim of this article is to highlight the significance of being a self-directed learner during the COVID-19 pandemic and to answer the following question: Why is self-directed learning important in South Africa during the COVID-19 pandemic? To answer this question, I discuss the challenges faced globally during the COVID-19 pandemic, and I focus on the challenges higher education institutions face with regard to remote teaching. Thereafter, I discuss self-directed learning and its importance in students and teachers with the aim of highlighting what self-directed learners can do when faced with the abrupt changes brought about by COVID-19. Lastly, recommendations are made to highlight that higher education institutions should prepare learners to be self-directed in their learning in order to prepare them for such abrupt changes in the future

“To the black women we all know”: three women's contemporary mobilizations of history in relation to questions of status, belonging, and identity in Mpolweni Mission, KwaZulu-Natal

KwaZulu-Natal (KZN) has a long history of individuals and groups mobilizing the past to make claims in the present. A notable phenomenon that has captured the attention of scholars of contemporary KZN is how formations such as Ubumbano – that center around the paternal clan and its ancestry – have been invoking ‘pre-Zulu’ pasts to claim resources in the form of land, and even recognition of kingship status by the state. Individuals in former mission stations in turn have referenced the prominence of their families’ histories in the establishment of mission stations. Clearly, the past has potent usability for numerous actors in this province. Rarely have scholars focused on how different generations of Black women in this province, who have not aligned themselves with any formal structure such as Ubumbano, mobilize their families’ histories and for what reasons. Inspired in part to address this gap, this thesis explores the oral historical narrations of three women of three different generations from my maternal family, namely Gogo MaHlubi, Mamkhulu Ntombenhle, and Mam Phindile, who are based in Mpolweni Mission. These women are descendants of amakholwa and were socialized in a mission context albeit at different times. My analysis of these women’s narratives reveals that they mobilize the past to strategically position themselves to lay claims to status, belonging, and identity in Mpolweni Mission. This happens at a time of growing tensions between first-comer descendants (such as the three women) and newcomers, and their contending claims of belonging to Mpolweni. In the process of grappling with their narrations, we learn more about Mpolweni Mission and its complex history from the perspectives of these women. The result of 3 this is that the history of the area is rendered visible. The oral narratives of these women are not relayed ‘oral tradition’: they are fluid, imaginative and not patrilineal in nature. This is in stark contrast to the oral sources that are conventionally treated as ‘oral tradition’ and considered to be passed down from one generation to the other. Moreover, the fluidity of the women’s narratives also means that the narrators are aware of the kinds of work the content of their stories can do for them in different contexts. Individually and collectively, these narratives contribute in crafting what we might call a matri-archive. This matri-archive is constantly being made and remade by the women. The thesis shows how women of different generations are producers of history, and that historical production is not only the preserve of a certain generation of women or of men

The assessment of degradation state in Ecological Infrastructure and prioritisation for rehabilitation and drought mitigation in the Tsitsa River Catchment

Ecosystem degradation is a serious concern globally, including in South Africa, because of the potential adverse impacts on food security, livelihoods, climate change, biodiversity, and ecosystem services. Ecosystem degradation can result in flow alteration in the landscape through changes in the hydrological regime. The study adopts the South African National Biodiversity Institute (SANBI) Framework of Investing in Ecological Infrastructure (EI) to prioritise the restoration of degraded ecosystems and maintain ecosystem structures and functions. This study aims to assess how EI (specifically wetlands, grassland, abandoned cultivated fields, and riparian zone) can facilitate drought mitigation: to assess land degradation status and identify priority EI areas that can be restored to improve the drought mitigation capacity. Two assessment methods were used in this study. Firstly, the Trends.Earth tool was used to assess degradation and land cover change from the year 2000-2015 in Tsitsa catchment, through assessment of Sustainable Development Goal degradation indicator (SDG15.3.1) at a resolution of 300 m. The degradation indicator uses information from three sub-indicators: Productivity, Landcover and Soil Organic Carbon to compute degraded areas. The degraded areas need to be restored and rehabilitated to maintain the flow of essential ecosystems services provided by EI. The second assessment used the Analytical Hierarchy Process (AHP), which integrates stakeholder inputs into a multi-criteria decision analysis (MCDA). The AHP is a useful decision support system that considers a range of quantitative and qualitative alternatives in making a final decision to solve complex problems. As part of the AHP analysis, participatory mapping using Participatory Geographic Information System was conducted to obtain stakeholder inputs for prioritising restoration of the key EI categories (wetlands, grassland, abandoned cultivated fields, and riparian zone) in the catchment. During the participatory mapping, communities prioritised the key EI based on three criteria: (1) ecosystem health, (2) water provisioning and (3) social benefits. The AHP method was used in ArcGIS to prioritise suitable key EI restoration areas with high potential to increase water recharge and storage, contribute to drought mitigation and ecosystem services for the catchment. The prioritisation of EI for community livelihoods in the AHP analysis included all three main criteria. In comparison, the prioritisation of suitable key EI restoration areas for flow regulations was based on two criteria: ecosystem health and water provisioning. The land degradation indicator showed that approximately 54% of the catchment is stable, 41% is degraded land, and 5% of the area has improved over the assessment period (15 years). The degradation status in the EI suggests that more than half (>50%) of each EI category is stable, but there are areas showing signs of degradation, including 43% of grasslands degraded and 39% of wetlands, cultivated lands, and riparian zones also degraded. Degradation is dominant in the upper (T35B and T3C) and lower (T35K, T35L and T35M) parts of the catchments. The three criteria used by the stakeholders in the prioritisation process of the key EI were assigned 12 spatial attributes (the catchment characteristics about the study area in relation to the criteria) to indicate relevant information needed for selecting suitable restoration areas to enhance flow regulation. The AHP analysis results identified approximately 63% (17,703 ha) of wetlands, 88% (235,829 ha) of grasslands, 78% (13,608 ha) of abandoned cultivated fields and 93% (3,791 ha) of the riparian zones as suitable areas for restoration to mitigate drought impact through flow regulation. Also, the suitability results showed 63% (17,703 ha) of wetlands, 58% (2,203 ha) of riparian zones, 68% (11,745 ha) of abandoned cultivated fields and 46% (122,285 ha) of grasslands as suitable restoration areas for improving ecosystem services for community livelihoods. The AHP analysis identified more than 39-43% (of the degraded EI indicated by the Trends.Earth analysis) areas that are suitable for restoration, because key EI plays a significant role in flow regulation and people’s livelihoods, especially when they are managed, maintained, and restored to good health conditions. Therefore, the prioritized EI areas should be either maintained, managed, rehabilitated or restored. The major distinct causes of land degradation are woody encroachment in grasslands, invasion of alien plants on abandoned cultivated fields and soil erosion in the catchment. The most suitable EI areas recommended for restoration are those natural resources near local communities, which provide essential ecosystem services to sustain their livelihood. Therefore, degraded EI in the T35 catchments should be restored and maintained to improve livelihood and mitigate drought impacts. The study pointed out how the key selected ecological infrastructure can help mitigate the impacts of droughts and improve human livelihood. The study contributes towards the important concept of investing in ecological infrastructure to improve the social, environmental, and economic benefits.Thesis (MSc) -- Faculty of Science, Institute for Water Research, 202

Adapt or preserve: Lecturers’ experiences of teaching and learning during the COVID-19 pandemic in South Africa and their self-directedness

The COVID-19 pandemic that has engulfed the whole world has given rise to a number of previously disguised challenges to higher educational institutions (HEIs). In the blink of an eye, lecturers had to facilitate learning in remote environments without any prior training. What aroused the interest in this study was the need to know how lecturers at one university dealt with the sudden shift to remote teaching during the pandemic. The way in which lecturers dealt with the shift may reveal their self-directedness. Using a qualitative open-ended questionnaire, we explored lecturers’ experiences of facilitating remote learning during the pandemic with the aim of uncovering their experiences and exploring how these experiences revealed lecturers’ self-directedness. The findings suggest that lecturers had both positive and negative experiences about facilitating online learning in their remote areas. We concluded that, even though lecturers experienced challenges in facilitating remote learning, most of them were able to introduce solutions to those challenges, indicating some element of being self-directed learners

Evaluation of paste technology to co-dispose of ash and brines at Sasol synfuels complex

ABSTRACT There is currently a ubiquitous drive for South African industries to improve on water usage as large volumes of raw water are consumed and saline effluents (brines) are produced during their operations. This dissertation addresses the use of paste technology to co-dispose brines as well as solid wastes, from the SASOL Secunda complex in a sustainable manner. The findings from this study indicated that the properties of pastes with relatively high solids concentrations (e.g. 70%) are dependent on the physical properties of fly ash, such as carbon content and fineness thus impacting on the transportability of the paste. In order to overcome this effect, the paste with a 65% solids concentration will be less sensitive to the physical properties of the fly ash. Furthermore the chemical composition and salt load of brines affect the transportability and salt retention of paste. It was also observed that salinity of the brine affects the settling rate of the paste. The availability of various brines at SASOL provides an opportunity to investigate the blends of brines that will provide suitable settling and salt retention of paste. The other opportunity identified was the use of SASOL solid wastes such as incineration ash (IA) and gasification ash as additives to improve paste properties. It was also discovered that the mode of salt retention is predominantly chemical rather than physical, which increases the credibility of this technology. The overall conclusion is that paste technology is a potential solution for sustainable co-disposal of ash and brines. Further research areas are proposed to improve the understanding of paste technology and its implementation