4. Electronic Theses and Dissertations (ETDs) - Faculties submissions
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Item Teachers' Discourse, Language, Genetics, Life Sciences, South Africa, classrooms(University of the Witwatersrand, Johannesburg, 2024) Mupfawa, ShunguSouth Africa has consistently ranked close to the bottom in international studies on the quality of mathematics and science education. This poor performance portrays a negative picture of the quality of teaching and learning science and mathematics in the country. Local reports such as the South African National Diagnostic Report on grade 12 performance attest to this as it shows that the quality of passes in life sciences at the matric level is low. As a result, fewer matriculants enrol for life sciences-related careers at higher institutions of learning. The overall quality of passes in life sciences could be aggravated by the poor performance of learners in genetics-related questions which make a substantial contribution to scores in the Life Sciences examination. Literature on the teaching and learning of genetics also points to difficulty with the teaching and learning of this topic, including the use of language by the teachers. This thesis reports on a case study in which I investigated the classroom Discourse of four life sciences teachers while teaching basic genetics to grade 12 learners. The study aimed to characterise the teachers’ Discourse during the teaching of basic genetics. In this study, my conception of Discourse was influenced by Gee’s Theory of Discourse which makes a distinction between Discourse with an upper-case ‘D’ denoting language and other factors associated with it and discourse with a lower-case ‘d’ as referring to language. Therefore, in this study, the teachers’ Discourse ‘D’ was conceptualised in terms of language ‘d’ (the language of science) and context which entailed Discourse strategies, interaction patterns, teacher Discourse moves, and multimodal representations. This study drew on literature and research from the fields of Discourse analysis, language, teacher talk, science teaching, and classroom Discourse to develop a complex picture of the classroom. A case study was conducted in three high schools in Johannesburg, South Africa. Data was collected from four teachers each of whom was observed three times, and video recorded while teaching basic genetics concepts to grade 12 learners. A follow-up interview was conducted with each teacher. These post-observation interviews together with field notes were added for data triangulation purposes. The interviews helped me to access teachers’ rationale for taking certain actions during the observed lessons. Moreover, the interviews enhanced the trustworthiness of my analysis. The lesson observation transcripts were analysed using Lemke’s Thematic Analysis merged with Mortimer and Scott’s Communicative Approaches and Discourse patterns. This study unveiled two major types of Discourse of teachers who followed an examination based approach and teachers whose Discourse followed a conceptual approach. This led to the development of a Discourse Teaching Strategy Model which portrays teachers as being either conceptually or assessment focused. My Discourse Teaching Strategy Model shows that amongst other characteristics, conceptually focused teachers used higher-order questions to build conceptual understanding and logical exposition for consolidation. Further, the model shows that logical exposition was sometimes replaced by selective summary where the teachers justified the curriculum. Teachers adopting a conceptual focused strategy used controlling pacing and marking importance as pedagogical measures and admonition for maintaining discipline. This study contributes to the effective teaching of genetics by offering the Discourse Teaching Strategy Model as a model to guide thinking about the planning and development of science teaching as well as a tool for reflection upon one’s teaching strategies. Thus, this model can be used to expand self-development or in-service development especially if one is to teach for ii conceptual understanding. Researchers can use the model as an analytical tool for identifying a particular teacher’s Discourse practices.Item An investigation of quality assurance practices and teaching in a higher learning institution in Johannesburg South Africa(University of the Witwatersrand, Johannesburg, 2024) Dlodlo, KhanyisaHigher education institutions (HEIs) in developing countries are increasingly focusing on quality assurance, as indicated by their development of relevant policies, structures, and procedures. This study aims to examine the quality control measures within HEIs and assess lecturers' knowledge of these measures. Institutional and national policy documents related to quality were analyzed to understand the regulatory framework for lecturers. Categories of Quality Practices in Teaching, such as assessment, curriculum, and teaching strategies, were established for data analysis. Using an interpretative paradigm and qualitative techniques, the study involved interviews with three lecturers and a quality assurance (QA) manager. This approach helped gain insights into how quality measures are implemented and how lecturers utilize them to improve teaching. The study categorized and compared lecturers' practices with institutional and national policy documents to evaluate their alignment. Findings revealed that lecturers have limited knowledge about the institution's QA measures. Their practices often do not align with the institution’s QA policies, partly due to their lack of awareness of these policies. Although the institution has QA measures, many are adopted from national documents, but there is insufficient emphasis on these measures at both institutional and national levels. The study recommends that lecturers should be involved in the creation, review, and evaluation of QA policies to enhance their engagement and understanding. Additionally, peer and student evaluations should be mandatory and conducted more frequently than the current three-year cycle. Finally, having teaching qualifications as a requirement for employment is suggested to improve QA in teaching.Item Investigating the experiences of female Heads of Departments leading at an Independent High School in South Africa(University of the Witwatersrand, Johannesburg, 2024) Reddy, Leslie Cheston Nicholas; Fleisch, BrahmThroughout history, women have faced various challenges because of their gender. With society developing and people becoming more aware of gender diversity and equality, organisations still have not purposefully remedied how women are seen in society. More specifically, schools, particularly primary schools, have long been the domain of women due to the stereotypical notions that women are natural caregivers and there to nurture children. However, leadership and management positions within schools have traditionally been dominated by men as many independent schools in South Africa were developed during the apartheid administration, which disadvantaged people of colour, more specifically women of colour. This research report investigated the experiences of female heads of departments (HODs) leading at an independent school in South Africa. Through the use of transformative leadership as the theoretical framework for this study, it became apparent that women's experiences are unique to their gender and often shared with other women. This study used a qualitative research design by looking at seven HODs. Data was obtained through semi-structured interviews and observations. With this, central themes of their experiences, challenges, and strategies used by female HODs in independent schools were collated thematically. This study revealed that gender-biased perceptions of women leaders exist in several forms of discrimination even though they are in leadership positions. Additionally, the challenges these female HODs faced were aspects that dealt with society's beliefs impacting their ability to lead confidently. These women also have perceptions of male privilege, the demands of working in an independent school, the need to prove themselves as a leader and gender-pay discrepancies. The women in this study also gave insight into their perceptions of male arrogance, recognising a gender shift in school leadership and examining the role of school existence and traditionalism in their role as leaders. The study revealed that the women in this independent school feel better equipped and are better managers than their male counterparts. The women leaders recognised the value of emotional intelligence and also strived to implement various strategies in how they led to ensure that they could manage their positions effectively. These strategies included building relationships with colleagues, students and parents; open communication; adopting iii multiple leadership styles; and caring for and empowering students. All these strategies were implemented to mitigate their challenges as female HODs in an independent school.Item Exploring the effect of Professional Noticing in the Context of Algebraic Fractions: A Case Study of National Certificate Vocational L3 Lecturers in a TVET College(University of the Witwatersrand, Johannesburg, 2024) Nadason, Selome; Makonye, JudahExpertise in professional noticing of students mathematical reasoning is an integral component of effective mathematics discourse. What a teacher notices or fails to notice impacts students’ performance significantly. Professional noticing of students mathematical thinking, in the mathematics classroom, involves attending to, interpreting, and deciding how to respond to students reasoning (Jacobs et al., 2010). Based on the significance of the construct of noticing, this study explored the effect of professional noticing on the pedagogical practices of NCV Level 3 (L3) lecturers in relation to the simplification of algebraic fractions. Specifically, this study sought to answer the following questions: how do NCV L3 lecturers attend to students mathematical reasoning in relation to simplifying algebraic fractions; how do NCV L3 lecturers interpret students mathematical reasoning in relation to simplifying algebraic fractions; and what course of action do NCV L3 lecturers take based on students mathematical reasoning in relation to algebraic fractions. To answer these research questions, a qualitative research design, particularly a case study approach was used. Data were collected in the form of student written responses to a pre-test, field notes, and audio recorded lessons, in the topic of algebraic fractions. Participants were purposively and conveniently recruited. A total of two NCV L3 lecturers and their respective classes, from TVET College B, consented to participate in the study. Before the data collection process, a professional noticing development program (workshop), facilitated by the researcher was conducted. Lecturer participants were requested to analyse the written responses of students by providing a detailed explanation on what they noticed about students reasoning in relation to the simplification of algebraic fractions. Furthermore, the audio recorded lessons were transcribed by the researcher, and transcripts were read several times to accurately determine the degree of noticing displayed by the participants. The three strands of professional noticing and the levels of sophistication framework served as analytical tools to determine the extent to which lecturers attended to, interpreted, and responded to students mathematical reasoning. Verbatim quotations were used to highlight the noticing skills of the participants. The findings of the study suggest that the lecturers displayed predominantly low (0) and medium (1) levels of noticing when analysing the written responses of students. In terms of noticing in action, participant lecturers were observed demonstrating primarily low (0) levels 6 of noticing. The study also revealed that participants found it challenging to notice students reasoning during the teaching of algebraic fractions. In conclusion, since noticing can be learned (Jacobs et al., 2010), to support lecturers in noticing students mathematical reasoning, it is recommended that TVET colleges provide training programs and workshops that explicitly focus on the learning and implementation of professional noticing. Furthermore, the study suggests that there is a need for the conceptualisation of noticing from a perspective that appreciates and integrates the socio- cultural realities of the students as well as the realistic setting of the classroom, since factors such as students background knowledge, classroom culture, and resources may affect the efficiency of noticing. Therefore, it is advisable that adaptations be made to acknowledge and accommodate the diversity and contextual circumstances of our South African classrooms to cultivate a more inclusive approach to noticing.Item Engaging the public in priority setting for health in rural South Africa(University of the Witwatersrand, Johannesburg, 2023-10) Tugendhaft, Aviva Chana; Hofman, Karen; Kahn, Kathleen; Christofides, NicolaIntroduction: The importance of public engagement in health priority setting is widely recognised as a means to promote more inclusive, fair, and legitimate decision-making processes. This is particularly critical in the context of Universal Health Coverage, where there is often an imbalance between the demands for and the available health resources. In South Africa, public engagement is protected in the Constitution and entrenched in policy documents; yet context specific tools and applications to enable this are lacking. Where public engagement initiatives do occur, marginalised voices are frequently excluded, and the process and outcomes of these initiatives are not fully evaluated. This hampers our understanding of public engagement approaches and how to meaningfully include important voices in the priority setting agenda. The aim of this doctoral (PhD) research was to investigate the feasibility and practicality of including the public in resource allocation and priority setting for health in a rural setting in South Africa using an adapted deliberative engagement tool called CHAT (Choosing All Together). Methods: The PhD involved the modification and implementation of the CHAT tool with seven groups in a rural community in South Africa to determine priorities for a health services package. For the modification of CHAT, desktop review of published literature and policy documents was conducted, as well as three focus group discussions, with policy makers and implementers at national and local levels of the health system and the community, and modified Delphi method to identify health topics/issues and related interventions appropriate for a rural setting in South Africa. Cost information was drawn from various national sources and an existing actuarial model used in previous CHAT exercises was employed to create the board. The iterative participatory modification process was documented in detail. The implementation process was analysed in terms of the negotiations that took place within the groups and what types of deliberations and engagement with trade-offs the participants faced when resources were constrained. In terms of the outcomes, the study focused on what priorities were most important to the rural community within a constrained budget and the values driving these priorities, but also how priorities might differ amongst individuals within the same community and the characteristics associated with these choices. Qualitative data were analysed from the seven group deliberations using the engagement tool. Content analysis was conducted, and inductive and deductive coding was used. Descriptive statistics was used to describe the study participants using the data from a demographic questionnaire and to show the group choices from the stickers allocated on the boards from the groups rounds. The investment level (sticker allocation) of all study participants was recorded at each stage of the study. From these the number of stickers allocated to each topic by the participants was calculated by adding up the number of stickers across interventions selected by the participant by topic. The median and interquartile range across study participants was calculated for the topic totals. To examine differences in sticker allocations, Wilcoxon rank sum tests were performed for differences across participant categories and sticker allocations in the final round of CHAT. Findings: Based on the outcomes, seven areas of health need and related interventions specific for a rural community context were identified and costed for inclusion in the CHAT board. These include maternal, new-born and reproductive health; child health; woman and child abuse; HIV/AIDS and TB; lifestyle diseases; quality/access; and malaria. The CHAT SA board reflects both priority options of policymakers/ experts and of community members and demonstrates some of the context specific coverage decisions that will need to be made under NHI. The CHAT implementation shows that the rural communities mostly prioritised curative services over primary prevention due to perceived inefficacy of existing health education and prevention programmes. The exercise fostered strong debates and deliberations. Specifically, the groups engaged deeply with trade-offs between costly treatment for HIV/AIDS and those for non-communicable disease. Barriers to healthcare access were of particular concern and some priorities included investing in more mobile clinic. The individual level priorities were mostly aligned with societal ones, and there were no statistically significant differences between the individual and group choices. However, there were some statistically significant differences between individual priorities based on demographic characteristics such as age. The study demonstrates that giving individuals greater control and agency in designing health services packages can increase their participation in the priority setting process, align individual and community priorities, and enhance the legitimacy and acceptability of the decision-making process. In terms of reconciling plurality in priority setting for health, group deliberative approaches help to identify social values and reconcile some of the differences, but additional individual voices may also need to be considered alongside group processes, especially among the most vulnerable. Conclusion: This research marks the first instance of modifying and implementing a deliberative tool for priority setting in a South African rural context. The findings shed light on the process and some of the outcomes of this approach within a vulnerable community, offering insights into public engagement in priority setting more broadly. The study demonstrates that participatory methods are feasible in modifying public engagement tools such as CHAT and can be adapted to different country contexts, potentially enhancing the priority setting process. Regarding the implementation of CHAT, the study provides an example of how a rural community grappled with resource allocation decisions, considered different perspectives and societal implications, and set priorities together. The research also highlights the priorities of this rural community, the social values driving their choices, and individual characteristics that are important to consider when setting priorities. The work demonstrates that meaningful public engagement includes various factors that interrelate and impact one another and that could inform a dynamic and cyclical approach going forward, as well as the importance of transparency during all stages of the process.Item Factors associated with HIV knowledge among younger adolescents aged 12-14 years old in South Africa(University of the Witwatersrand, Johannesburg, 2024) Makgale. Tswelopele1.Background In 2019, there were 1.7 million adolescents aged 10-19 living with HIV globally, with 1.5 million in sub-Saharan Africa and 360,000 in South Africa. Early sexual debut, defined as having first intercourse at or before age 14, has significant consequences for adolescents worldwide. While sexual activity during adolescence is normal, early sexual debut is linked to risky behaviours. While efforts have been made to understand HIV/AIDS knowledge among older adolescents and young adults, research often neglects younger adolescents aged 12-14 years old. Poor HIV knowledge among this age group may increase transmission risk, delay diagnosis and treatment, and fuel stigma. It's crucial to focus on this age group to eradicate the disease, although research is limited due to the sensitive nature of discussing HIV/AIDS with younger adolescents. 2.Objective The two set objectives of this study were firstly, to examine levels of HIV knowledge among younger adolescents aged 12-14 years old in South Africa. Secondly, to identify the demographic, socioeconomic and subjective norm characteristics associated with HIV knowledge among younger adolescents aged 12-14 years old in South Africa. 3.Methodology This study utilised secondary data acquired from the fifth South African National HIV, Behaviour and Health Survey of 2017 – this was the latest survey available data was analysed using STATA version 14. The South Africa National HIV Prevalence, Incidence, Behaviour and Communication Survey (SABSSM) is a national population-based survey conducted for surveillance of the HIV epidemic in South Africa. The sample for the study was younger adolescents aged 12-14 years old. The weighted sample of 927 861 was selected and used for analyses. The dependent variable in this study was HIV knowledge, defined as having accurate knowledge of all HIV-related questions from the survey. Eight questions assessing HIV and AIDS knowledge, perceptions, and stigma were used. Adolescents were asked about the curability of AIDS, reducing HIV risk by having fewer sexual partners, whether a healthy- looking person can have HIV, mother-to-child transmission, risk reduction by monogamy with an uninfected partner, HIV transmission through shared food, condom use, and male circumcision reducing HIV risk. The original response options were 'yes', 'no', and 'don't know', with 'don't know' responses excluded to ensure that the data accurately reflected the participants knowledge on HIV and AIDS. The dependent variable had three categories: low HIV knowledge (1-3 out of the eight questions answered correctly), average HIV knowledge (4-5 out of the eight questions answered correctly), and comprehensive HIV knowledge (6-8 questions answered correctly). A Multinomial Logistic Regression model was employed to analyse HIV knowledge. The data analysis was done in three phases. The first phase included descriptive analyses of utilised in the study through a ranked frequency and percentage distribution table and sex ratio which was used to explore the HIV knowledge levels based on sex. The second stage included Pearson’s chi-square test which were to measure the associations between the demographic, socioeconomic and subjective norms. The third stage included an unadjusted (bivariate) and adjusted (multivariate) Multinomial Logistic Regression which was employed to examine the demographic, socioeconomic and subjective norms associated with HIV knowledge among younger adolescents aged 12-14 years old in South Africa. 4.Results Less than half of younger adolescents (47.0%) had comprehensive HIV knowledge. The relative risk ratio shown in the multivariate Multinomial Logistic Regression model showed that the respondent’s age, sex, race, place of residence, province, grade, orphanhood status and subjective norms are significant predictors of HIV knowledge among younger adolescents aged 12-14 years old in South Africa. These associations indicated that non-African female adolescents are less likely to possess HIV knowledge compared to Black male adolescents, but generally, female adolescents have a slightly higher relative risk of possessing comprehensive HIV knowledge compared to their male counterparts (1.01, P<0.05; CI=0.99-1.03). Adolescents residing in rural areas have higher relative risks of possessing average and comprehensive HIV knowledge compared to those in urban areas, with relative risks increasing by 1.52 (P<0.05; CI=1.48-1.52) and 2.18 (P<0.05; CI=2.13-2.24), respectively. Additionally, willingness to share food with someone who has HIV/AIDS shows no significant difference in the relative risk of having average or comprehensive HIV knowledge (RRR:0.641; P<0.05; CI=0.62-0.65), while willingness to play with someone who has HIV/AIDS decreases the relative risks of having average and comprehensive HIV knowledge by factors of 0.32 (P<0.05; CI=0.32-0.33) and 0.13 (P<0.05; CI=0.12-0.13), respectively. Furthermore, adolescents uncomfortable discussing HIV/AIDS with at least one family member have decreased relative risks of possessing average and comprehensive HIV knowledge by factors of 0.27 (P<0.05; CI=0.27-0.28) and 0.30 (P<0.05; CI=0.29-0.30), respectively. These results highlight the importance of demographic and social factors in understanding HIV knowledge among young adolescents in South Africa. 5.Conclusion Despite significant efforts by the South African government to integrate HIV education into the national school curriculum and collaborate with NGOs and civil society groups, adolescents aged 12-14 still lack comprehensive HIV knowledge. Understanding HIV early plays a vital role in reducing stigma and discrimination associated with HIV/AIDS, fostering a supportive and inclusive atmosphere. It also promotes critical thinking among adolescents, empowering them to question myths and misunderstandings about the disease, thereby encouraging healthier behaviours and attitudes. The hypothesis for this research was that there is no association between demographic, socioeconomic and subjective norm characteristics and HIV knowledge among younger adolescents in South Africa. The multinomial logistic regression showed significant results. Therefore, the null hypothesis was rejected. Post the completion of the National Youth HIV Prevention Strategy (2022-205), it will become mandatory for the government to evaluate and refine the policy framework to include those under 15 years. Including those aged 12-14 years old will be crucial for fostering a generation equipped to safeguard their sexual health and make informed choices, thereby perpetuating the efficacy and relevance of HIV prevention efforts within the broader national agendaItem Role of novel biomarkers in predicting chronic kidney disease progression among black patients attending a tertiary hospital in Johannesburg, South Africa(University of the Witwatersrand, Johannesburg, 2023) Meremo, Alfred Jackson; Naicker, Saraladevi; Duarte, Raquel; Paget, Graham; Dickens, CarolineBackground: Chronic kidney disease (CKD) is a leading health issue and its magnitude has been increasing globally; where the developing countries are the most affected and they are the least equipped to deal with its associated consequences. Chronic kidney disease can rapidly and quietly progress to late CKD stages in impoverished environments. Early recognition of patients who are likely to develop end-stage kidney disease (ESKD) is important. Methodology: A prospective longitudinal study was conducted on CKD patients of black ethnicity attending at the Charlotte Maxeke Johannesburg Academic Hospital (CMJAH) renal outpatient clinic in South Africa, as from September 2019 to March 2022. Patients provided blood and urine samples for investigations in the laboratory at study enrolment (0) and at the 24 months follow up. The concentrations of the transforming growth factor isoforms [(TGF)-β1, TGF-β2 and TGF-β3) were determined in serum and urine at baseline using the Human TGF-β duoset ELISA. Data were descriptively and inferentially processed by the REDcap and analyzed using STATA version 17 and multivariable logistic regression analysis was applied to find out the predictors of CKD progression. Results: A total of 312 patients were recruited into the study; the median age was 58 (IQR 46 -67) years and 162 (51.9 %) were male. Hypertension was present in majority (96.7 %) of the patients. Diabetes mellitus was present in 38.7 % of patients and 38.1 % of the study patients had both hypertension and diabetes mellitus. A total of 297 (95.2%) patients completed the study. Death was reported in 5 (1.6%) patients and 10 (3.2%) of patients were lost to follow up. The prevalence of CKD progression was 49.5%, 33% had CKD remission and 17.5% had CKD regression while the prevalence of CKD progression by change in uPCR > 30% was 51.9%. Almost half (47.8 %) had a sustained decline in eGFR of > 4 ml/min/1.73 m2 /year or more, 35.0% of the patients moved to a more severe stage of CKD and 19.9% had more than 30% 6 decline in eGFR in two years. For patients with CKD progression, 54.9% patients were men and at baseline, their median age was 59 (46 - 67) years, urine protein creatinine ratio (uPCR) increased at 0.039 (0.015-0.085) g/mmol, eGFR was 37 (32 -51) mL/min/1.73 m2; the median serum TGF-β1 was 21210 (15915 – 25745) ng/L and the median urine TGF-β3 was 17.5 (5.4 –76.2) ng/L. For those who had CKD progression, hypertension was present in the majority (95.2%) of the patients. Diabetes mellitus was present in 59 (40.1%) patients and 58 (39.5%) patients had both hypertension and diabetes mellitus; 48.3% had severely increased proteinuria, 45.6% patients had anaemia, 34.0% had hyperuricemia and 17.7% had hypocalcaemia at baseline. For those patients with CKD progression vs those without CKD progression, the baseline median serum TGF-β1 was 21210 (15915 – 25745) ng/L vs 24200 (17570 – 29560) ng/L, the baseline median urine TGF-β3 was 17.5 (5.4 – 76.2) ng/L vs 2.8 (1.8 – 15.3) ng/L; however, baseline serum and urine TGF-β isoforms did not predict progression of CKD on univariate and multivariable analyses. Regarding use of medications among patients with CKD progression, calcium channel blockers (amlodipine) were used by majority (85.2 %) of the patients. Diuretics were used by 63.4% of the patients and 31.7 % of the patients were using insulin. Variables associated with CKD progression after multivariable logistic regression analysis were moderately elevated proteinuria (OR 2.1, 95% CI (1.1 – 3.9), P= 0.019), severely elevated proteinuria (OR 6.1, 95 % CI (3.2 – 11.6), P = 0.001), hyponatraemia (OR 4.5, 95% CI 1.8 - 23.6, P= 0.042), hypocalcaemia (OR 3.8, 95 % CI 1.0 - 14.8, P = 0.047), anaemia (OR 2.1, 95% CI 1.0 - 4.3, P= 0.048), elevated HbA1c (OR 1.8, 95 % CI 1.2 - 2.8, P = 0.007), diabetes mellitus (OR 1.8, 95 % CI 1.9 - 3.6, P = 0.047), current smoking (OR 2.8, 95 % CI 1.9 - 8.6, P = 0.049), medications which were calcium channel blockers (OR 2.07, 95 % CI 1.04 – 4.12, P = 0.038), diuretics (OR 2.35, 95 % CI 1.37 – 4.00, P = 0.002), insulin (OR 1.96, 95 % CI 1.01 – 3.84, P = 0.048) and baseline serum calcium levels (OR 0.06, 95 % CI 0.01 -0.64, P = 0.019). An increase in uPCR > 30% at two years identified most patients with CKD progression; clinicians and nephrologists should utilize change in uPCR > 30% at two years to identify those patients with CKD who are likely to progress more rapidly, who require closer surveillance and monitoring with emphasis on slowing or stopping progression of the CKD. Conclusion: Our study has demonstrated a higher prevalence of CKD progression in a prospective longitudinal study among black patients than that reported in previous studies. CKD progression was associated with current smoking, hyponatremia, hypocalcemia, anaemia, elevated HbA1c, diabetes mellitus, and proteinuria. While patients with CKD progression had lower baseline concentrations of serum TGF-β1 and increased baseline urinary TGF-β3 concentrations, baseline serum and urine TGF-β isoforms did not predict progression of CKD. The roles of the various serum and urine TGF-β isoforms in CKD progression at baseline are still unclear and highlight the importance of further studies to determine their isoform specific effects.Item High school learners’ experiences of Inclusive Education: Reflections from first year psychology students(University of the Witwatersrand, Johannesburg, 2024) Johnson, Tamlyn; Kern, AnwynneInclusive Education has been implemented in South Africa since 2001 to address the barriers that prevent learners from accessing, participating and achieving in mainstream schools. Research has largely focused on teachers and other educational stakeholders’ evaluation of the progress and efficiency of Inclusive Education. This qualitative study reports on the high school experiences of first year psychology students. The sample included both learners with and without barriers to learning, who attended different schooling systems; Public (urban and township), private and rural schools. Using qualitative surveys, the study investigated students’ experiences and understanding of Inclusive Education. The data was analysed using thematic analysis and the bioecological model. Four key themes were identified; (1)Diverse understandings of barriers to learning (BTL), (2) Experiences with learners with barriers to learning,(3)Teachers’ relations with learners with BTL, and (4) Attitudes towards IE. The findings revealed that most of the participants have had experiences with learners with various BTL in high school. However, their experiences indicate that there are still negative perceptions and treatment of learners with BTL, by teachers and other learners, though they have also witnessed the resilience of learners with barriers to learning. Inclusive Education is gradually being implemented, especially considering that most of the participants have had experiences with learners with various BTL in high school. Of the research found, there is substantial work that is required to successfully implement IE in South African schools.Item A Critical Inquiry into The Ethical Justification(s) For Decriminalising Cannabis Use In South Africa(University of the Witwatersrand, Johannesburg, 2024) Moolla, Sadiyyah; Attoe, Aribiah DavidThe right to privacy, as contained in the Constitution of the Republic of South Africa, grants individuals the right to engage in certain activities, insofar as those activities are private, without infringement by individuals or the state. The said right is what was relied upon by the Constitutional Court in the decision to decriminalize Cannabis, for private use. However, there is a marked difference between that which is legal and that which is moral. In this thesis, I will grapple with the ethical justifications for the decriminalization of Cannabis. Using the Ubuntu ethical theory, I will show that there is in fact no ethical justification for impeding on a moral agent’s right to consume cannabis. I will begin by providing some arguments for and against the legalisation of cannabis use, showing their merits and their demerits. I will then provide an account of Ubuntu ethics and show how its tenets bear on the right to consume cannabis.Item The Impact of a Psychological Capital Micro-Intervention on Academic Engagement within a Student-University Context(University of the Witwatersrand, Johannesburg, 2024) Passos, MoniqueAlthough the student experience is commonly praised for its empowerment, learning opportunities, and adventurous nature, it is important to acknowledge that students also face substantial pressure and stress throughout their academic journeys. This has been known to adversely affect student engagement (i.e., vigour, dedication, and absorption) levels, potentially diminishing academic performance and productivity levels, and increasing the likelihood of university dropouts (Jafri, 2017; Kuh et al., 2008). Fortunately, psychological capital (PsyCap); the combination of four psychological capacities (hope, self-efficacy, optimism, and resilience), has been cited as a significant contributor of academic engagement (Luthans et al., 2016; You, 2016). These constructs are explained by the Job Demands- Resources (JD-R) model as well as the Conservation of Resources (COR) theory. However, few studies have considered the relationship between PsyCap and academic engagement amongst first-year university students. This provided a unique and novel context for application, warranting future research. Thus, the purpose of the current study was to examine whether a micro PsyCap intervention had an effect upon the levels of academic engagement experienced by first-year university students. The following three instruments were combined into an online questionnaire and used to collect the necessary data for the current study: 1) A demographic questionnaire was administered to gather information about the sample and sample characteristics; 2) the Utrecht Work Engagement Scale for Students (UWES-S) was used to measure academic engagement; 3) the Psychological Capital Questionnaire (PCQ) was used to measure psychological capital and/or personal resources. Data was collected at two different time periods (i.e., pre-intervention/time 0 and post-intervention/time 1), whereby the PCQ was used to measure levels of PsyCap, and the UWES-S was used to measure academic Abstract 6 engagement. The data was analysed using descriptive statistics, correlational analysis, and mixed-model analysis of variance (ANOVA). The final sample (N = 319) consisted of both full-time and part-time first-year students across different faculties of study (i.e., Humanities, Health Sciences, and Commerce, Law, and Management) at the University of the Witwatersrand in Johannesburg, South Africa. Results of the current study demonstrated that a positive relationship exists between PsyCap and academic engagement. Specifically, the study revealed that students with higher levels of PsyCap tend to show more energy and enthusiasm (vigour), stronger commitment (dedication), and deeper absorption in their learning (absorption). These findings were supported by previous research. However, the current study also revealed that the proposed PsyCap intervention failed to significantly affect the students’ levels of vigour, dedication, and absorption over time. These results were surprising considering previous research but may be attributed to the inherent difficulties of developing an online intervention in South Africa, where there are significant variations in resource availability and economic status (especially amongst university students). Based on these challenges, future studies should incorporate face-to-face interventions to ensure inclusivity and participation from all participants; use larger and more representative samples; and embrace a mixed-methods approach to gain a deeper understanding of participant experiences. Nevertheless, the study’s result does not invalidate prior research that has demonstrated the effectiveness of PsyCap interventions in enhancing academic engagement amongst university students. Abstract 7 This study confirms a link between psychological capital (PsyCap) and student engagement, underlining the importance of personal resources in the student-university context. Further research is necessary to develop more effective iterations of the proposed PsyCap intervention aimed at effectively enhancing academic engagement and promoting overall student success