Evaluating the prescribing and management practices of venlafaxine at a public sector psychiatric hospital
- Authors: Naidu, Bavika
- Date: 2020-04
- Subjects: Venlafaxine , Anxiety disorcers -- Treatment , Depression, Mental -- Treatment
- Language: English
- Type: text , Thesis , Masters , M.Pharm
- Identifier: http://hdl.handle.net/10962/123200 , vital:35414
- Description: Neuropsychiatric conditions have been ranked third in South Africa according to some of the most recent reviews of disease burden, following human immunodeficiency virus/acquired immune deficiency syndrome and other infectious diseases (Bateman, 2012:70; South African Depression and Anxiety Group, 2018). For depressive disorders, the conventional selective serotonin reuptake inhibitors (e.g. fluoxetine), are common first-step treatments due to their relatively low toxicity and high tolerability (Rush et al., 2006:1231). The class of selective noradrenaline reuptake inhibitors (e.g. venlafaxine) is relatively new on the market. The first SNRI to be marketed in the United States was venlafaxine immediate-release (IR). It was approved by the United States FDA in 1993 (Sansone and Sansone, 2014:37) and was soon followed by the introduction of a micro-encapsulated extended-release (XR) formulation in 1997. Currently there is no published or readily available information concerning the prescribing and management patterns of venlafaxine as well as the incidence and types of adverse effects experienced by patients in the public health sector of South Africa besides the established increased in blood pressure.
- Full Text:
- Date Issued: 2020-04
- Authors: Naidu, Bavika
- Date: 2020-04
- Subjects: Venlafaxine , Anxiety disorcers -- Treatment , Depression, Mental -- Treatment
- Language: English
- Type: text , Thesis , Masters , M.Pharm
- Identifier: http://hdl.handle.net/10962/123200 , vital:35414
- Description: Neuropsychiatric conditions have been ranked third in South Africa according to some of the most recent reviews of disease burden, following human immunodeficiency virus/acquired immune deficiency syndrome and other infectious diseases (Bateman, 2012:70; South African Depression and Anxiety Group, 2018). For depressive disorders, the conventional selective serotonin reuptake inhibitors (e.g. fluoxetine), are common first-step treatments due to their relatively low toxicity and high tolerability (Rush et al., 2006:1231). The class of selective noradrenaline reuptake inhibitors (e.g. venlafaxine) is relatively new on the market. The first SNRI to be marketed in the United States was venlafaxine immediate-release (IR). It was approved by the United States FDA in 1993 (Sansone and Sansone, 2014:37) and was soon followed by the introduction of a micro-encapsulated extended-release (XR) formulation in 1997. Currently there is no published or readily available information concerning the prescribing and management patterns of venlafaxine as well as the incidence and types of adverse effects experienced by patients in the public health sector of South Africa besides the established increased in blood pressure.
- Full Text:
- Date Issued: 2020-04
An intervention on supporting teachers’ understanding of and mediation of learning of stoichiometry in selected schools in the Zambezi Region
- Authors: Denuga, Desalu Dedayo
- Date: 2020
- Subjects: Stoichiometry -- Study and teaching (Secondary) -- Namibia , Chemistry -- Study and teaching (Secondary) -- Namibia , Participant observation -- Namibia , Constructivism (Education) -- Namibia , Pedagogical content knowledge -- Namibia , Continuing education -- Namibia , Teachers -- In-service training -- Namibia
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/103855 , vital:32315
- Description: This study has been triggered by the results on stoichiometry questions in the Directorate of Namibian Examination Assessment’s (DNEA) scripts. As highlighted in the examiners’ reports, stoichiometry is an ongoing annual problem for most students in Namibia. It is against this background that I decided to explore the possibility of an intervention in the form of continuing professional development (CPD) and collaboration workshops to improve the understanding and the mediation of learning of stoichiometry by Physical Science teachers in the Zambezi Region of Namibia. The study was underpinned by an interpretive paradigm and within this paradigm a qualitative case study approach was adopted. Since this study was in a form of an intervention, a participatory action research (PAR) approach was employed within the community of practice (CoP). I used document analysis, workshop discussions, observations and videotaped lessons, interviews (semi-structured and stimulated recall interviews) and reflections to gather data. The study was carried out at three senior secondary schools and six Physical Science teachers were involved. The study drew on the theory of constructivism as a theoretical framework, namely, Piaget’s cognitive constructivism and Vygotsky‘s social constructivism as well as Shulman’s pedagogical content knowledge (PCK). Within PCK, Mavhunga and Rollnick’s Topic Specific Pedagogical Content Knowledge (TSPCK) was used as an analytical lens (Appendix L) in this study. The findings reveal that the use of a diagnostic test on learners made the Physical Science teachers aware of the learners’ challenges and what was difficult for them to understand in stoichiometry. It also helped in their understanding of the use of prior knowledge, one of the tenets of TSPCK, to access what learners knew about stoichiometry. Further findings of the study illuminate that the Physical Science teachers’ subject matter knowledge, pedagogical content knowledge and skills had shifted as a result of their participation in the intervention workshops. The findings of this study indicate that the CoP members acquired the professional transformations which were important breakthroughs in their careers. The study thus recommends that teachers should develop effective teacher professional development activities such as study teams, exemplary lessons, cluster teaching, and peer coaching where teachers are expected to examine their assumptions and practices continuously. The implication of my study is that the developed exemplary lesson during the intervention workshops by CoP members could be useful to other Physical Science teachers in the teaching of stoichiometry in all the schools in the Zambezi Region.
- Full Text:
- Date Issued: 2020
- Authors: Denuga, Desalu Dedayo
- Date: 2020
- Subjects: Stoichiometry -- Study and teaching (Secondary) -- Namibia , Chemistry -- Study and teaching (Secondary) -- Namibia , Participant observation -- Namibia , Constructivism (Education) -- Namibia , Pedagogical content knowledge -- Namibia , Continuing education -- Namibia , Teachers -- In-service training -- Namibia
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/103855 , vital:32315
- Description: This study has been triggered by the results on stoichiometry questions in the Directorate of Namibian Examination Assessment’s (DNEA) scripts. As highlighted in the examiners’ reports, stoichiometry is an ongoing annual problem for most students in Namibia. It is against this background that I decided to explore the possibility of an intervention in the form of continuing professional development (CPD) and collaboration workshops to improve the understanding and the mediation of learning of stoichiometry by Physical Science teachers in the Zambezi Region of Namibia. The study was underpinned by an interpretive paradigm and within this paradigm a qualitative case study approach was adopted. Since this study was in a form of an intervention, a participatory action research (PAR) approach was employed within the community of practice (CoP). I used document analysis, workshop discussions, observations and videotaped lessons, interviews (semi-structured and stimulated recall interviews) and reflections to gather data. The study was carried out at three senior secondary schools and six Physical Science teachers were involved. The study drew on the theory of constructivism as a theoretical framework, namely, Piaget’s cognitive constructivism and Vygotsky‘s social constructivism as well as Shulman’s pedagogical content knowledge (PCK). Within PCK, Mavhunga and Rollnick’s Topic Specific Pedagogical Content Knowledge (TSPCK) was used as an analytical lens (Appendix L) in this study. The findings reveal that the use of a diagnostic test on learners made the Physical Science teachers aware of the learners’ challenges and what was difficult for them to understand in stoichiometry. It also helped in their understanding of the use of prior knowledge, one of the tenets of TSPCK, to access what learners knew about stoichiometry. Further findings of the study illuminate that the Physical Science teachers’ subject matter knowledge, pedagogical content knowledge and skills had shifted as a result of their participation in the intervention workshops. The findings of this study indicate that the CoP members acquired the professional transformations which were important breakthroughs in their careers. The study thus recommends that teachers should develop effective teacher professional development activities such as study teams, exemplary lessons, cluster teaching, and peer coaching where teachers are expected to examine their assumptions and practices continuously. The implication of my study is that the developed exemplary lesson during the intervention workshops by CoP members could be useful to other Physical Science teachers in the teaching of stoichiometry in all the schools in the Zambezi Region.
- Full Text:
- Date Issued: 2020
Connectivity through allochthony: Reciprocal links between adjacent aquatic and terrestrial ecosystems in South Africa
- Richoux, Nicole B, Moyo, Sydney, Chari, Lenin D, Bergamino, Leandro, Carassou, Laure, Dalu, Tatenda, Hean, Jeffrey W, Sikutshwa, Likho, Gininda, Simphiwe, Magoro, Mandla L, Perhar, Gurbir, Ni, Felicity, Villet, Martin H, Whitfield, Alan K, Parker, Daniel M, Froneman, P William, Arhonditsis, George, Craig, Adrian J F K
- Authors: Richoux, Nicole B , Moyo, Sydney , Chari, Lenin D , Bergamino, Leandro , Carassou, Laure , Dalu, Tatenda , Hean, Jeffrey W , Sikutshwa, Likho , Gininda, Simphiwe , Magoro, Mandla L , Perhar, Gurbir , Ni, Felicity , Villet, Martin H , Whitfield, Alan K , Parker, Daniel M , Froneman, P William , Arhonditsis, George , Craig, Adrian J F K
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/438363 , vital:73454 , ISBN 978-1-4312-0679-7 , https://wrcwebsite.azurewebsites.net/wp-content/uploads/mdocs/2186-1-15.pdf
- Description: An important aspect of the dynamics of nutrients and pollutants in natural systems is captured in the concept of allochthony, founded on the observation that nutrients and energy in a variety of forms are transferred between adjacent habitats, com-munities and ecosystems that are not routinely considered as connected. Different forms of nutrients and energy move across the conceptual boundaries of habitats via organisms’ activities or physical processes such as wind or water currents, and these transfers can represent important food subsidies. Such cross-partition ecolog-ical subsidies can augment the nutritional condition, biomass and biodiversity of communities, particularly where local production (or autochthony) alone may be inadequate to support local food webs. Furthermore, organic subsidies can influ-ence population dynamics, community interactions and ecosystem processes, and can represent dominant flux inputs in ecosystem budgets. Our intention was to ex-plore organic nutrient fluxes in relation to a primarily lotic (i.e. flowing) aquatic sys-tem at the scale of a hydrological catchment.
- Full Text:
- Date Issued: 2015
- Authors: Richoux, Nicole B , Moyo, Sydney , Chari, Lenin D , Bergamino, Leandro , Carassou, Laure , Dalu, Tatenda , Hean, Jeffrey W , Sikutshwa, Likho , Gininda, Simphiwe , Magoro, Mandla L , Perhar, Gurbir , Ni, Felicity , Villet, Martin H , Whitfield, Alan K , Parker, Daniel M , Froneman, P William , Arhonditsis, George , Craig, Adrian J F K
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/438363 , vital:73454 , ISBN 978-1-4312-0679-7 , https://wrcwebsite.azurewebsites.net/wp-content/uploads/mdocs/2186-1-15.pdf
- Description: An important aspect of the dynamics of nutrients and pollutants in natural systems is captured in the concept of allochthony, founded on the observation that nutrients and energy in a variety of forms are transferred between adjacent habitats, com-munities and ecosystems that are not routinely considered as connected. Different forms of nutrients and energy move across the conceptual boundaries of habitats via organisms’ activities or physical processes such as wind or water currents, and these transfers can represent important food subsidies. Such cross-partition ecolog-ical subsidies can augment the nutritional condition, biomass and biodiversity of communities, particularly where local production (or autochthony) alone may be inadequate to support local food webs. Furthermore, organic subsidies can influ-ence population dynamics, community interactions and ecosystem processes, and can represent dominant flux inputs in ecosystem budgets. Our intention was to ex-plore organic nutrient fluxes in relation to a primarily lotic (i.e. flowing) aquatic sys-tem at the scale of a hydrological catchment.
- Full Text:
- Date Issued: 2015
- «
- ‹
- 1
- ›
- »