ETD Collection
Permanent URI for this collectionhttps://wiredspace.wits.ac.za/handle/10539/104
Please note: Digitised content is made available at the best possible quality range, taking into consideration file size and the condition of the original item. These restrictions may sometimes affect the quality of the final published item. For queries regarding content of ETD collection please contact IR specialists by email : IR specialists or Tel : 011 717 4652 / 1954
Follow the link below for important information about Electronic Theses and Dissertations (ETD)
Library Guide about ETD
Browse
3 results
Search Results
Item A cross-sectional study of newborn feeding practices and support at healthcare facilities in Gauteng(2011-02-02) Jordaan, Mimie MargarethaBackground: Although breastfeeding is a key child survival strategy, breastfeeding practices in South African health institutions can generally be categorised as being poor. The global Baby-Friendly Hospital Initiative (BFHI), led by UNICEF and the WHO, aims to create a health care environment that promotes breastfeeding as the norm. This study aimed to document practices around breastfeeding support and compliance with the BFHI’s “10 steps to successful breastfeeding” in both baby-friendly accredited and non-accredited facilities. Methods: This was a cross-sectional study, conducted in nine facilities in Gauteng, including tertiary, secondary and districts hospitals, and midwife obstetric units. Convenience sampling was used. Study questionnaires were based on the generic BFHI assessment tool, but were modified to include more detailed investigation of HIV related factors. The questionnaire was verbally administered on-site to 165 mothers of well infants, and 65 nursing staff. Results: Suboptimal practices were identified in both baby-friendly and non-baby-friendly accredited facilities, but more so in the latter. None of the facilities passed all of the 10 BFHI steps. None of the baby-friendly certified institutions achieved a score sufficient to be still deemed baby-friendly. Steps that required advice and support from nursing staff, viz. step 5 (showing mothers how to breastfeed), step 8 (encouraging breastfeeding on demand), and step 10 (breastfeeding support after discharge from the facility), were particularly poorly done in the majority of facilities. Baby-friendly certified institutions were significantly better than non-accredited facilities for steps 2 (training), 4 (initiating breastfeeding within 1 hour), and 7 (rooming-in). Conclusion: Although baby-friendly accredited facilities generally performed better than non-accredited facilities, their performance failed to justify maintenance of their accredited status based on this assessment. However, some positive practices were sustained over time. There is a dire need for greater attention to be directed to the promotion of good breastfeeding practices by health professionals and institutions.Item Synthesis and use of carbon nanotubes as a support for the Fischer-Tropsch Synthesis.(2008-02-29T10:56:20Z) Bahome, Munga ChristianAbstract Carbon nanotubes (CNTs) were grown catalytically by a chemical vapor deposition method and characterized by a range of techniques. Fe, Ru and Co catalysts supported on the carbon nanotubes were prepared and investigated for their performances in the Fischer-Tropsch synthesis. CNTs were synthesized in a quartz tubular reactor at atmospheric pressure and at temperatures of 700°C over iron supported on CaCO3 using C2H2 as carbon source. Prior to CNT synthesis, the iron catalyst was first reduced under the same conditions (700°C and atmospheric pressure) in a flow of 5% H2 balanced in Argon. The catalyst, for the preparation of the CNTs, was prepared by the incipient wetness impregnation. The purification of the CNTs was performed with 30 wt % HNO3. Characterization of the CNTs using TEM, SEM, HRTEM, BET and TPR revealed that the crude product contained solely CNTs, catalysts particles and support, while no amorphous carbon was observed. The purified product is comprised of an interwoven matrix of tubes that were shown to be multi-walled (MWCNTs). CNT supported FT based catalysts were also prepared by an incipient wetness impregnation method and tested in a plug flow reactor in Fischer-Tropsch synthesis. The TEM images of the different FT catalysts supported on CNTs revealed that the catalyst particles are well dispersed on the surface of the CNTs. The catalyst particles were very iii small, and some residual Fe catalyst material, not removed by the acid treatment, could clearly be seen on the surface of the CNTs. The reduction and metal dispersion properties of the catalysts were investigated through TPR and chemisorption techniques. A TPR study showed three reduction steps for Co catalysts, and addition of Ru to the catalyst decreased the reduction temperature of the catalysts. Gasification of the CNTs was noted to occur at temperatures higher than 600°C. The effect of metal catalyst loading and promoters on the activity and selectivity of CNT supported FT synthesis catalysts was studied under condition of 275°C, 8 bar, CO/H2 = 1/2 and different flow rates. The FT catalysts supported on carbon nanotubes displayed a high CO conversion and excellent stability with time on stream in the Fischer-Tropsch synthesis. Fe catalysts displayed the lowest methane selectivity compared to all other FT synthesis catalysts used in this study.Item An Investigation of Foundation Phase Teachers' Perceptions of Their Needs Within the Inclusive Classroom(2006-11-16T07:18:53Z) Moolla, NiroshaThis study investigates the needs of Foundation Phase teachers within an inclusive education system. The policy of inclusion in education is currently being promoted in many countries and has over the last decade been part of the new educational movement in South Africa. The rationale for this study lies in the pivotal role of teachers in facilitating the success of an inclusive system. The study utilises a sample of eighteen female teachers in the Foundation Phase of six different township-based mainstream primary schools in Gauteng. The schools share similar socio-economic backgrounds, and are all dual medium of instruction (English and Afrikaans), co-ed schools. The participants range in age from 26-59 years old, having a tertiary qualification in education and a range of teaching experience from 1 year to over 10 years. The teachers were asked to participate in a guided interview that was designed to examine 1) their perceptions of what they need in order to be effective within their classrooms, 2) their perceptions of their competency in managing diversity within their classrooms, and 3) their perceptions of support services with regard to in-service training programmes, district-based support teams, school-based support teams, and within school resources. The findings revealed that the major needs of teachers within an inclusive setting relate to: smaller class size, less administrative paperwork, specialised support from professional experts within the field of education (e.g. psychologists, remedial teachers), greater support from support teams, and training programmes aimed at directly addressing their difficulty in adequately meeting the individual needs of learners. Further, the teachers feel that they do not possess the necessary skills that are needed to cope with meeting the demands of learner diversity within their classrooms. The results of this study provide reasons for concern regarding teachers who are viewed as the key role-players for the successful implementation of inclusive education. The research findings suggest that unless the needs of teachers are acknowledged and addressed through effective interventions, the implementation of inclusive education could encounter serious obstacles. The limitations of the present study are discussed and directions for future research are made.