The legal position of domestic workers in South Africa

Until recently, the legal position of domestic workers in South Africa could be described as a relic of the nineteenth century, when the contract of employment and the common law defined the employer-employee relationship. The legal rules which regulate the relationship between the domestic worker and her employer are examined. International labour standards and the legal position of domestic workers in other countries are considered. Cognisance is taken of the social phenomenon which finds domestic workers at the convergence of three lines along which inequality is generated, namely gender, race and class. Furthermore, the unique economic forces at play in this sector are examined. The law will be stretched to its limits when attempting to resolve what is, essentially, a socio-economic problem. However, the working lives of a million people are at stake. The legislature has a constitutional, political and moral responsibility to attend to reform in this sector as a matter of urgency.Private LawLL.M

A comparison of the glycemic index (GI) results obtained from two techniques on a group of healthy and a group of mixed subjects

Please read the abstract in the dissertationDissertation (M (Dietetics))--University of Pretoria, 2008.Human NutritionM (Dietetics)unrestricte

Understanding the support experiences of families of children with autism and sensory processing difficulties: A qualitative study.

Background: Support, such as information, advice and therapies, can play a vital role in the lives of families of autistic children. However, little is known about the support experiences of UK parents and carers. Aim: To explore experiences of and access to support for families of children with autism and sensory processing difficulties, from the perspective of parents and carers. Methods: Semi‐structured, timeline‐assisted interviews were conducted with parents/carers of 30 children aged 5–11, exploring experiences of support. Framework analysis was used to identify themes in the interview data. Results: Support varied widely and was not accessed equitably. Specialist autism support, together with support from other parents and voluntary organizations, was perceived as more useful than statutory and nonspecialist provision. Unmet support needs included an ongoing point of contact for information and advice for parents, and access to direct therapy and specialist mental health provision for children

Exploring critical intervention features and trial processes in the evaluation of sensory integration therapy for autistic children

Background: We evaluated the clinical and cost-effectiveness of manualised sensory integration therapy (SIT) for autistic children with sensory processing difficulties in a two-arm randomised controlled trial. Trial processes and contextual factors which may have affected intervention outcomes were explored within a nested process evaluation. This paper details the process evaluation methods and results. We also discuss implications for evaluation of individual level, tailored interventions in similar populations. Methods: The process evaluation was conducted in line with Medical Research Council guidance. Recruitment, demographics, retention, adherence, and adverse effects are reported using descriptive statistics. Fidelity of intervention delivery is reported according to the intervention scoring manual. Qualitative interviews with therapists and carers were undertaken to explore the acceptability of the intervention and trial processes. Qualitative interviews with carers explored potential contamination. Results: Recruitment, reach and retention within the trial met expected thresholds. One hundred thirty-eight children and carers were recruited (92% of those screened and 53.5% of those who expressed an interest) with 77.5% retained at 6 months and 69.9% at 12 months post-randomisation. The intervention was delivered with structural and process fidelity with the majority (78.3%) receiving a ‘sufficient dose’ of intervention. However, there was considerable individual variability in the receipt of sessions. Carers and therapists reported that trial processes were generally acceptable though logistical challenges such as appointment times, travel and COVID restrictions were frequent barriers to receiving the intervention. No adverse effects were reported. Conclusions: The process evaluation was highly valuable in identifying contextual factors that could impact the effectiveness of this individualised intervention. Rigorous evaluations of interventions for autistic children are important, especially given the limitations such as limited sample sizes and short-term follow-up as faced by previous research. One of the challenges lies in the variability of outcomes considered important by caregivers, as each autistic child faces unique challenges. It is crucial to consider the role of parents or other caregivers in facilitating access to these interventions and how this may impact effectiveness. Trial registration: This trial is registered as ISRCTN14716440. August 11, 2016

R-gene variation across Arabidopsis lyrata subspecies: effects of population structure, selection and mating system.

BACKGROUND: Examining allelic variation of R-genes in closely related perennial species of Arabidopsis thaliana is critical to understanding how population structure and ecology interact with selection to shape the evolution of innate immunity in plants. We finely sampled natural populations of Arabidopsis lyrata from the Great Lakes region of North America (A. l. lyrata) and broadly sampled six European countries (A. l. petraea) to investigate allelic variation of two R-genes (RPM1 and WRR4) and neutral genetic markers (Restriction Associated DNA sequences and microsatellites) in relation to mating system, phylogeographic structure and subspecies divergence. RESULTS: Fine-scale sampling of populations revealed strong effects of mating system and population structure on patterns of polymorphism for both neutral loci and R-genes, with no strong evidence for selection. Broad geographic sampling revealed evidence of balancing selection maintaining polymorphism in R-genes, with elevated heterozygosity and diversity compared to neutral expectations and sharing of alleles among diverged subspecies. Codon-based tests detected both positive and purifying selection for both R-genes, as commonly found for animal immune genes. CONCLUSIONS: Our results highlight that combining fine and broad-scale sampling strategies can reveal the multiple factors influencing polymorphism and divergence at potentially adaptive genes such as R-genes

Experiences of educators teaching learners who are severely intellectually challenged

Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.Education can be viewed as a challenging profession, even more so for educators teaching learners with severe intellectual challenges (SIC). The diagnostic criteria of learners with SIC are a significant sub-average ability in intellectual functioning and concurrent deficiencies in adaptive behaviour such as social and daily living skills. The majority of learners with SIC display disruptive and challenging behaviour such as aggression, hyperactivity, talking inappropriately, and inappropriate sexual behaviour. Educators teaching learners with SIC are confronted, daily, with a wide range of challenges such as an excessive workload, minimal progress, and challenging behaviour displayed by the learners with SIC. The intensity of the physical and emotional challenges experienced by the educators, consequently, results in negative outcomes such as stress, burnout, high staff absences, and premature resignations. Earlier studies conducted in this field of specialisation found that educators, overall, were not very keen to teach learners with SIC. South African research conducted within this field of specialisation determined that, despite similar negative challenges, the educators did not necessarily share the pessimistic view towards this teaching environment as experienced in other countries. Local studies indicated that some educators experienced less stress and better physical health than others. The aim of the research was to gain an understanding of the nature of, and possible contextual influences on, those experiences that contributed to some educators experiencing job satisfaction and working effectively, while others did not, to ultimately present possible guiding principles to develop support systems for educators teaching learners with SIC. This qualitative study was planned from a descriptive and explorative case study design by making use of the phenomenological method of inquiry. Ethical permission to conduct the study was obtained from the North West University. The research group consisted of six educators who perceived themselves as effective in this strenuous teaching environment, working at two selected schools for learners with SIC in the Tshwane South District, Gauteng. Data were obtained by making use of semi-structured interviews, open-ended sentences, and follow-up interviews. Data analysis and interpretation were guided by Creswell‘s application of Tesch‘s method by an in-depth analysis, identifying possible themes and topics. The various categories were identified and described. A literature control was executed in order to interpret and evaluate the data. The final step involved recounting the findings in the format of a written article. Based on the research findings, it was concluded that the participants, despite the various challenges, 5 experienced high levels of job satisfaction and motivation. However, the study also confirmed that specific challenges such as the behaviour that learners with SIC display and a lack of acknowledgement could have a detrimental effect on motivational levels. The literature indicated that low motivational levels have a negative impact on job satisfaction and effectiveness. The emotional wellbeing of educators was recognized to be an important determining factor towards their effectiveness and ability to cope. The need for the development of appropriate support systems to enhance the educators’ emotional wellbeing was confirmed.Master

Towards design-build architectural education and practice : exploring lessons from educational design-build projects

Thesis (DTech (Architectural Technology))--Cape Peninsula University of Technology, 2016.This research explores design-build projects in architectural education. The design-build studio is an alternative to the conventional theory-oriented studio. In design-build projects students both design and build real buildings. Internationally, design-build projects have increased rapidly in architectural programmes over the past decade. Literature suggests that design-build projects are relevant for architectural education, but that there is a definite need for more theoretical and critical exploration. Design-build projects in the context of this study are defined as socially responsive, inhabitable, full-scale investigations. The value of this pedagogical construct for educators, students, architectural practice and society in general was an underpinning theme guiding this exploration. Design-build projects are located on the boundary between theory and practice. This research provides a view into my journey across this boundary, immersing myself in both the theoretical and practical. Principles of the designbuild process and design research mapped the research path. The research process commenced with the initiation of and active participation in a number of design-build constructions. Through critical reflection on the construction experiences and the literature, specific pedagogical and practice implications were explored. Cultural historical activity theory provided me with a sense of theoretical direction in this journey. Collaboration as a pedagogical tool and the possibility of exposing students to alternative practice possibilities were foregrounded as being uniquely situated within the design-build project. The value of this research is the contribution it makes to the current international call for a clearer understanding of the pedagogical and practice merit of design-build projects

The Application of the Food Insulin Index in the Prevention and Management of Insulin Resistance and Diabetes: A Scoping Review

The food insulin index (FII) is a novel algorithm used to determine insulin responses of carbohydrates, proteins, and fats. This scoping review aimed to provide an overview of all scientifically relevant information presented on the application of the FII in the prevention and management of insulin resistance and diabetes. The Arksey and O’Malley framework and the PRISMA Extension for Scoping Reviews 22-item checklist were used to ensure that all areas were covered in the scoping review. Our search identified 394 articles, of which 25 articles were included. Three main themes emerged from the included articles: 1. the association of FII with the development of metabolic syndrome, insulin resistance, and diabetes, 2. the comparison of FII with carbohydrate counting (CC) for the prediction of postprandial insulin response, and 3. the effect of metabolic status on the FII. Studies indicated that the FII can predict postprandial insulin response more accurately than CC, and that a high DII and DIL diet is associated with the development of metabolic syndrome, insulin resistance, and diabetes. The FII could be a valuable tool to use in the prevention and management of T1DM, insulin resistance, and T2DM, but more research is needed in this field

Architecture Studios for Sustainable Cities and Communities: A Radically Inclusive Perspective: A response to SDG 11: Sustainable Cities and Communities

“Sustainability is not just about energy efficiency, but rather a complex and overarching multidisciplinary field that requires appropriate expertise, as well as a moral obligation and an opportunity for inspired architecture.” (Almonte, 2012, 17) Cities are collectives of buildings that “are complex socio-technical entities, embedded in a social–cultural–economic–climatic context” (Passe 2020: 566). The design and development of cities and hence the quality of lives of resident communities are directly impacted by the practices of the architectural profession.Our aim with this chapter is to explore the Sustainable Development Goals (SDGs) within architectural education with specific attention given to the architectural studio. Although there have been many actions taken and attempts made to include sustainability in architectural curricula and guidelines provided for the inclusion of the SDGs there is limited research that provides a perspective of sustainability inarchitectural schools globally.Our perspective is from the position of the Radically Inclusive Studio (Gorman et al. 2021) which we conceptualise as part of the cities and communities and ultimately the world that we live in. The Radically Inclusive Studio is not an isolated space, but forms part of an ecosystem, defined as “a system of people, content, technology, culture, and strategy, existing both within and outside… which has an impact onboth… formal and informal learning” (Eudy, 2018, 3), in which it supports and is simultaneously supported.We present the Radically Inclusive Studio and its structuring 6S Conceptual Framework of Inclusive Contexts (Gorman et al. in-press) as a theoretical framework for conceptually (re)organising the SDGs and for exploring the Radically Inclusive Studio principles that could serve as guidelines for sustainable development in architectural and other education. We use an integrative literature review to investigate articles, books, and other published texts with the “aim to assess, critique, and synthesize the literature... in a way that enables new theoretical frameworks and perspectives to emerge” (Snyder, 2019, 335). We include sustainable architectural solutions from both practice and education to present an overview of how architectural projects addressthe SDGs. As authors we present aspects of our own work and we propose that the pedagogic principles of the Radically Inclusive Studio could serve as a guideline for sustainable development education