The management and governance of racial integration in public secondary schools in Gauteng

The main purpose of this paper was to establish the effectiveness of school management and governance structures in managing racial integration in public secondary schools. A qualitative study was conducted utilising Critical Race Theory (CRT) and Lewin’s Change Management Theory. A sample of grade 10 learners and educators, which included members of the School Management Team (SMT), School Governing Body (SGB), which represented the four previous education departments, was purposefully selected. Semi-structured, individual interviews and focus group discussions, including a questionnaire with open-ended questions, were used to gather data. The findings, obtained through content analysis, indicate that SMTs and SGBs experience difficulty in managing and governing racial integration in public schools due to the following: policy and practice issues, poor interrelationships, need for capacity building of educators, and on-going racial conflict. Based on the findings, recommendations are made on how SMTs and SGBs could effectively manage racial integration in public secondary schools. Keywords: governance, management, racial integration; Critical Race Theory, Lewin’s Change Management Theor

A father’s right to paternity leave in the South African workplace.

Masters Degree. University of KwaZulu-Natal, Durban.This minor dissertation examines the legal position of the working father and paternity leave in South Africa. The Labour Law Amendment Act No. 10 of 2018 came into effect on 1 January 2020. Section 25A of the BCEA provides for ‘parental leave’ which will allow a male or female parent ten days leave upon the birth or adoption of a child. The dissertation will discuss whether the proposed changes were required in South Africa and will look at the law before the amendments were effected. Further the dissertation looks at whether the 10 days provided for working fathers is sufficient. This dissertation will provide a comparison of certain developed and developing countries in order to show whether South Africa has now caught up

Roles of Microglial Phagocytosis and Inflammatory Mediators in the Pathophysiology of Sleep Disorders

Sleep serves crucial learning and memory functions in both nervous and immune systems. Microglia are brain immune cells that actively maintain health through their crucial physiological roles exerted across the lifespan, including phagocytosis of cellular debris and orchestration of neuroinflammation. The past decade has witnessed an explosive growth of microglial research. Considering the recent developments in the field of microglia and sleep, we examine their possible impact on various pathological conditions associated with a gain, disruption, or loss of sleep in this focused mini-review. While there are extensive studies of microglial implication in a variety of neuropsychiatric and neurodegenerative diseases, less is known regarding their roles in sleep disorders. It is timely to stimulate new research in this emergent and rapidly growing field of investigation.Peer reviewe

A workshop for educators with regards to attention deficit hyperactivity disorder

M.Ed. (Education and Learning Support)This study focused on the design, implementation and reflection of the development of a workshop for educators with regards to understanding and effectively managing learners with Attention Deficit Hyperactivity Disorder (ADHD) in their classrooms. This study was done in an action research framework in four specific stages, (a) the educators role, (b) educators knowledge about teaching, (c) teaching practices, and (d) reflective practices. Data was collected from a video recording of the workshop on ADHD, an informal focus group assessment questionnaire, and collection of participant's artifacts of the activities during the workshop. Educators who were engaged in the stages of action research during the workshop were provided with theory, strategies, and a checklists on ADHD. This structure assisted educators through the process of becoming knowledgeable, effective, and reflective managers of learners with ADHD

Managing and facilitating racial integration in public secondary schools

Ph.D.Abstract: Since 1994 desegregation in schools has resulted in school management and governance structures adopting diverse ways of responding to the racially diverse learner population. However, researchers are doubtful as to whether such attempts at proving an equitable and quality education for learners with racially diverse backgrounds, interests and abilities are successful. It is in this context that this research was carried out, with the purpose of investigating the effectiveness of school management and governance structures in managing and facilitating racial integration in public secondary schools. A sequential explanatory mixed method approach involving three phases was used. Phase 1 was quantitative in nature and gathered data from racially diverse Grade 10 learners, educators, members of the school management team (SMT) and school governing body (SGB) in racially mixed schools in the province of Gauteng, South Africa. Purposeful sampling was used to select four schools from Johannesburg Districts (South and Central) within the categories of former departments of education, namely House of Assembly (HoA), House of Delegates (HoD), House of Representatives (HoR), and Department of Education and Training (DET). Although a large number of questionnaires were handed out to the different participants only 336 learner questionnaires were completed and some educator questionnaires were not returned or were incomplete, leaving 88 completed, including those from members of the SMT and SGB. The data was analysed using SPSS 22.0 software for descriptive statistics and factor analysis. Phase 2 was qualitative in nature and focused on obtaining an in-depth view of the issues that had arisen from the quantitative phase by conducting individual interviews with eight learners from racially diverse backgrounds and four focus groups with10 participants in each group, comprising members of the SMT and SGB as well as educators combined. Quantitative results indicated that SMT and SGB were effectively managing racial integration in the previously White, Indian and Coloured schools, whereas in Black schools there was no need for racial integration because there was only one race group. The qualitative results showed that racial integration was not evident in these schools but rather there was heightened racial conflict and racial incidences prevalent in former White, Indian and Coloured schools. The qualitative findings were: that policies were not in line with the country’s Constitution, which advocates racial equality and social justice, and this has a negative impact on effective racial integration at school level; a curriculum that does not accommodate the diverse needs of learners from racially diverse backgrounds, especially in respect of the language of teaching and learning; the dynamics of conflicting interrelationships both amongst learners themselves as well as their educators manifested through name-calling, labelling and stereotypical behaviour on a daily basis; and the need for capacity building of educators to equip them with the necessary knowledge, values, attitudes and skills to manage racial..

Alkaline phosphatase distribution in the inferior vagal ganglion of the cat following vagotomy

The object of this study was to demonstrate sites of alkaline phosphatase activity within the cellular elements of the inferior vagal (nodosal) ganglion of the cat and chronologically observe and describe alterations in enzyme activity following vagotomy.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/47403/1/418_2004_Article_BF00490122.pd