The effect of leadership styles on cultural diversity management of employees in the workplace
- Authors: Khatywa, Ongeziwe
- Date: 2015
- Subjects: Personnel management
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/3110 , vital:28262
- Description: This study investigates the effect of leadership styles on cultural diversity management of employees in the workplace. The main objectives of this study were to explore the relationship between leadership styles and cultural diversity management; and to develop a deeper understanding of the nature and extent of the relationship between leadership styles and cultural diversity management. Results indicated positive correlation on effect of leadership styles on cultural diversity management of employees in the workplace. The majority of the correlational results found in the study add to a generally high level of support for most of the relationships found in the literature.
- Full Text:
- Date Issued: 2015
- Authors: Khatywa, Ongeziwe
- Date: 2015
- Subjects: Personnel management
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/3110 , vital:28262
- Description: This study investigates the effect of leadership styles on cultural diversity management of employees in the workplace. The main objectives of this study were to explore the relationship between leadership styles and cultural diversity management; and to develop a deeper understanding of the nature and extent of the relationship between leadership styles and cultural diversity management. Results indicated positive correlation on effect of leadership styles on cultural diversity management of employees in the workplace. The majority of the correlational results found in the study add to a generally high level of support for most of the relationships found in the literature.
- Full Text:
- Date Issued: 2015
A Review of policies for sustainable solid waste management service in Buffalo City Metropolitan Municipality
- Authors: Qhayi-Shweni, Nokuzola
- Date: 2014
- Subjects: Refuse and refuse disposal -- South Africa -- Eastern Cape Sewage disposal -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/3001 , vital:28231
- Description: Waste is not only harmful to the environment alone but it is also a threat to human health and as such its proper management becomes critical. This study which adopted a qualitative approach focused on the review of policies for sustainable solid waste management service in Buffalo City Metropolitan Municipality in an effort to seek what the municipality’s Solid Waste Department should consider in ensuring that all the communities live in a litter free, clean and healthy environment, and ensure that such a service is received by all communities within its jurisdiction. The most sustainable solid waste management strategy would be to adopt the solid waste hierarchy of promoting waste minimisation, re-use, recycling, waste treatment and disposal as the last resort.
- Full Text:
- Date Issued: 2014
- Authors: Qhayi-Shweni, Nokuzola
- Date: 2014
- Subjects: Refuse and refuse disposal -- South Africa -- Eastern Cape Sewage disposal -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/3001 , vital:28231
- Description: Waste is not only harmful to the environment alone but it is also a threat to human health and as such its proper management becomes critical. This study which adopted a qualitative approach focused on the review of policies for sustainable solid waste management service in Buffalo City Metropolitan Municipality in an effort to seek what the municipality’s Solid Waste Department should consider in ensuring that all the communities live in a litter free, clean and healthy environment, and ensure that such a service is received by all communities within its jurisdiction. The most sustainable solid waste management strategy would be to adopt the solid waste hierarchy of promoting waste minimisation, re-use, recycling, waste treatment and disposal as the last resort.
- Full Text:
- Date Issued: 2014
Implementation of the business studies national curriculum statement: a case study of four high schools in the Fort Beaufort education district
- Authors: Tyilo, Nomakula
- Date: 2014
- Subjects: Curriculum planning Curriculum planning Curriculum planning Education -- Curricula -- South Africa -- Eastern Cape Educational change -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5829 , vital:29400
- Description: This study investigated the implementation of the Business Studies National Curriculum Statement in Schools in Fort Beaufort District. The interpretive paradigm was utilized in this study because it focuses on individual perceptions and experiences. In addition a qualitative approach was used for the collection of data so as to gain in-depth information on the implementation of the Business Studies National Curriculum. Semi- structured interviews, focus group interviews and document analysis were used as a form of collecting data. The participants were purposively selected for the sample of this study and comprised of 4 Principals, 3 Subject Advisors, 1 Provincial Subject Planner, 6 Teachers and 36 learners and interviews lasted for about 1 ½ hours. Data analysis was done in line with the research questions, aims and objectives of the study. Through the participants’ answers from schools under study, a transcript was formulated, coded and categorized in view of the implementation of Business Studies National Curriculum Statement in schools. Therefore, it was discovered from the data of the research study that the participants encounter a number of challenges with regard to teaching and implementing Business Studies in their schools. Namely: (1) lack of qualified personnel to teach Business Studies (2) lack of adequate teaching materials (3) lack of Subject Advisors executing their roles in helping teachers to teach Business Studies effectively (4) lack of training programmes and workshops on how to teach Business Studies in the classroom. Thus, there were variances in schools under study especially with relations to funding, availability of teaching material, support offered by School Heads and the Department of Education. As a result, emphasis was that the Department of Education had to come up with ways of continuously training the teachers and offering support in terms of teaching materials. Most of the participants from the school under study did not bother to plan their lessons when they were going to teach this subject. In sum, this study attempted to highlight the challenges that the participants encounter as they try to implement the Business Studies in their schools taking into the considering the educational history of their country. Hence some of the participants expressed why there is a need to create, cultivate and have a conducive and supportive working environment. The study recommends that the Department of Education provide teachers with special training on how to select relevant learning and teaching support material. Moreover, there is a greater need for Business Studies teachers to strike a balance between theory and practice in the deliverance of their lessons in Business Studies. Additionally, the District Officials must organise on-going training in Business Studies as this would help to rectify the problems that are currently being encountered in implementing Business Studies in schools.
- Full Text:
- Date Issued: 2014
- Authors: Tyilo, Nomakula
- Date: 2014
- Subjects: Curriculum planning Curriculum planning Curriculum planning Education -- Curricula -- South Africa -- Eastern Cape Educational change -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5829 , vital:29400
- Description: This study investigated the implementation of the Business Studies National Curriculum Statement in Schools in Fort Beaufort District. The interpretive paradigm was utilized in this study because it focuses on individual perceptions and experiences. In addition a qualitative approach was used for the collection of data so as to gain in-depth information on the implementation of the Business Studies National Curriculum. Semi- structured interviews, focus group interviews and document analysis were used as a form of collecting data. The participants were purposively selected for the sample of this study and comprised of 4 Principals, 3 Subject Advisors, 1 Provincial Subject Planner, 6 Teachers and 36 learners and interviews lasted for about 1 ½ hours. Data analysis was done in line with the research questions, aims and objectives of the study. Through the participants’ answers from schools under study, a transcript was formulated, coded and categorized in view of the implementation of Business Studies National Curriculum Statement in schools. Therefore, it was discovered from the data of the research study that the participants encounter a number of challenges with regard to teaching and implementing Business Studies in their schools. Namely: (1) lack of qualified personnel to teach Business Studies (2) lack of adequate teaching materials (3) lack of Subject Advisors executing their roles in helping teachers to teach Business Studies effectively (4) lack of training programmes and workshops on how to teach Business Studies in the classroom. Thus, there were variances in schools under study especially with relations to funding, availability of teaching material, support offered by School Heads and the Department of Education. As a result, emphasis was that the Department of Education had to come up with ways of continuously training the teachers and offering support in terms of teaching materials. Most of the participants from the school under study did not bother to plan their lessons when they were going to teach this subject. In sum, this study attempted to highlight the challenges that the participants encounter as they try to implement the Business Studies in their schools taking into the considering the educational history of their country. Hence some of the participants expressed why there is a need to create, cultivate and have a conducive and supportive working environment. The study recommends that the Department of Education provide teachers with special training on how to select relevant learning and teaching support material. Moreover, there is a greater need for Business Studies teachers to strike a balance between theory and practice in the deliverance of their lessons in Business Studies. Additionally, the District Officials must organise on-going training in Business Studies as this would help to rectify the problems that are currently being encountered in implementing Business Studies in schools.
- Full Text:
- Date Issued: 2014
Numerical error analysis in foundation phase (Grade 3) mathematics
- Ndamase- Nzuzo, Pumla Patricia
- Authors: Ndamase- Nzuzo, Pumla Patricia
- Date: 2014
- Subjects: Error analysis (Mathematics) Numerical analysis Mathematics
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5893 , vital:29415
- Description: The focus of the research was on numerical errors committed in foundation phase mathematics. It therefore explored: (1) numerical errors learners in foundation phase mathematics encounter (2) relationships underlying numerical errors and (3) the implementable strategies suitable for understanding numerical error analysis in foundation phase mathematics (Grade 3). From 375 learners who formed the population of the study in the primary schools (16 in total), the researcher selected by means of a simple random sample technique 80 learners as the sample size, which constituted 10% of the population as response rate. On the basis of the research questions and informed by positivist paradigm, a quantitative approach was used by means of tables, graphs and percentages to address the research questions. A Likert scale was used with four categories of responses ranging from (A) Agree, (S A) Strongly Agree, (D) Disagree and (S D) Strongly Disagree. The results revealed that: (1) the underlying numerical errors that learners encounter, include the inability to count backwards and forwards, number sequencing, mathematical signs, problem solving and word sums (2) there was a relationship between committing errors and a) copying numbers b) confusion of mathematical signs or operational signs c) reading numbers which contained more than one digit (3) It was also revealed that teachers needed frequent professional training for development; topics need to change and lastly government needs to involve teachers at ground roots level prior to policy changes on how to implement strategies with regards to numerical errors in the foundational phase. It is recommended that attention be paid to the use of language and word sums in order to improve cognition processes in foundation phase mathematics. Moreover, it recommends that learners are to be assisted time and again when reading or copying their work, so that they could have fewer errors in foundation phase mathematics. Additionally it recommends that teachers be trained on how to implement strategies of numerical error analysis in foundation phase mathematics. Furthermore, teachers can use tests to identify learners who could be at risk of developing mathematical difficulties in the foundation phase.
- Full Text:
- Date Issued: 2014
- Authors: Ndamase- Nzuzo, Pumla Patricia
- Date: 2014
- Subjects: Error analysis (Mathematics) Numerical analysis Mathematics
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5893 , vital:29415
- Description: The focus of the research was on numerical errors committed in foundation phase mathematics. It therefore explored: (1) numerical errors learners in foundation phase mathematics encounter (2) relationships underlying numerical errors and (3) the implementable strategies suitable for understanding numerical error analysis in foundation phase mathematics (Grade 3). From 375 learners who formed the population of the study in the primary schools (16 in total), the researcher selected by means of a simple random sample technique 80 learners as the sample size, which constituted 10% of the population as response rate. On the basis of the research questions and informed by positivist paradigm, a quantitative approach was used by means of tables, graphs and percentages to address the research questions. A Likert scale was used with four categories of responses ranging from (A) Agree, (S A) Strongly Agree, (D) Disagree and (S D) Strongly Disagree. The results revealed that: (1) the underlying numerical errors that learners encounter, include the inability to count backwards and forwards, number sequencing, mathematical signs, problem solving and word sums (2) there was a relationship between committing errors and a) copying numbers b) confusion of mathematical signs or operational signs c) reading numbers which contained more than one digit (3) It was also revealed that teachers needed frequent professional training for development; topics need to change and lastly government needs to involve teachers at ground roots level prior to policy changes on how to implement strategies with regards to numerical errors in the foundational phase. It is recommended that attention be paid to the use of language and word sums in order to improve cognition processes in foundation phase mathematics. Moreover, it recommends that learners are to be assisted time and again when reading or copying their work, so that they could have fewer errors in foundation phase mathematics. Additionally it recommends that teachers be trained on how to implement strategies of numerical error analysis in foundation phase mathematics. Furthermore, teachers can use tests to identify learners who could be at risk of developing mathematical difficulties in the foundation phase.
- Full Text:
- Date Issued: 2014
Stakeholders' participation in curriculum development in four secondary schools in Fort Beaufort education district, Eastern cape province: towards a participatory curriculum model
- Authors: Obi, Uloma Nkpurunma
- Date: 2014
- Subjects: Curriculum planning Educational planning -- South Africa -- Eastern Cape Education -- Curricula -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5840 , vital:29401
- Description: The new democratic government came to power in 1994 and one of its major missions was to change the system of education inherited from the apartheid regime by laying a foundation for a single national core syllabus to replace the erstwhile multi-tier system, which discriminated among racial groups. Under the apartheid regime, the curriculum was flawed by ‘racially, offensive and outdated content’ and the government embarked on a bold programme to cleanse it of these elements. The democratic government went about this through curriculum reforms. In 1997, it introduced Curriculum 2005 fondly called “C2005”, with the Outcome-based Education (OBE) principles. Despite the initial overwhelming support for C2005, it soon ran into trouble. In 2000, the Minister appointed a committee that reviewed the curriculum and in 2002, the Revised National Curriculum Statement (RNCS) was born. These curriculum reforms have been met with a lot of criticism and the government felt it was not serving its purpose. Some key stakeholders still felt that their non-involvement, non-participation and the lack of proper consultation in the curriculum process were partly responsible for teachers and subject advisers misinterpreting the curriculum and implementing it from their own perspectives. Subsequently, another review was done and the National Curriculum Statement (NCS) was launched in 2002. But the complaints did not cease, probably due to continuing poor performance at the Matric Examination which continues to feature low pass rates for many provinces, especially the Eastern Cape. Against this backdrop, the government streamlined the NCS curriculum yield, and an amended Curriculum and Assessment Policy Statement (CAPS) emerged. The key issue raised by critics is the lack of sufficient involvement of stakeholders in the curriculum review processes. At the same time, government continues to insist that it has been consulting adequately with all relevant stakeholders. There are iii obviously different interpretations of stakeholder involvement and participation and there is urgent need to reconcile whatever differences of opinion and definition exist, in order to gain common understanding, which is the first step in reaching a solution. For instance, how are the stakeholders involved? More importantly, what is meant by “involvement”? Even if there is no disagreement about the meaning of “involvement”, is the stage in the process at which the stakeholders are involved an important element in whether or not the process is an inclusive and participatory one?.
- Full Text:
- Date Issued: 2014
- Authors: Obi, Uloma Nkpurunma
- Date: 2014
- Subjects: Curriculum planning Educational planning -- South Africa -- Eastern Cape Education -- Curricula -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5840 , vital:29401
- Description: The new democratic government came to power in 1994 and one of its major missions was to change the system of education inherited from the apartheid regime by laying a foundation for a single national core syllabus to replace the erstwhile multi-tier system, which discriminated among racial groups. Under the apartheid regime, the curriculum was flawed by ‘racially, offensive and outdated content’ and the government embarked on a bold programme to cleanse it of these elements. The democratic government went about this through curriculum reforms. In 1997, it introduced Curriculum 2005 fondly called “C2005”, with the Outcome-based Education (OBE) principles. Despite the initial overwhelming support for C2005, it soon ran into trouble. In 2000, the Minister appointed a committee that reviewed the curriculum and in 2002, the Revised National Curriculum Statement (RNCS) was born. These curriculum reforms have been met with a lot of criticism and the government felt it was not serving its purpose. Some key stakeholders still felt that their non-involvement, non-participation and the lack of proper consultation in the curriculum process were partly responsible for teachers and subject advisers misinterpreting the curriculum and implementing it from their own perspectives. Subsequently, another review was done and the National Curriculum Statement (NCS) was launched in 2002. But the complaints did not cease, probably due to continuing poor performance at the Matric Examination which continues to feature low pass rates for many provinces, especially the Eastern Cape. Against this backdrop, the government streamlined the NCS curriculum yield, and an amended Curriculum and Assessment Policy Statement (CAPS) emerged. The key issue raised by critics is the lack of sufficient involvement of stakeholders in the curriculum review processes. At the same time, government continues to insist that it has been consulting adequately with all relevant stakeholders. There are iii obviously different interpretations of stakeholder involvement and participation and there is urgent need to reconcile whatever differences of opinion and definition exist, in order to gain common understanding, which is the first step in reaching a solution. For instance, how are the stakeholders involved? More importantly, what is meant by “involvement”? Even if there is no disagreement about the meaning of “involvement”, is the stage in the process at which the stakeholders are involved an important element in whether or not the process is an inclusive and participatory one?.
- Full Text:
- Date Issued: 2014
The implementation of inclusion policy for learners with special education needs in primary schools in Fort beafort district :Towards a rights based approach to education
- Authors: Adewumi, Toyin Mary
- Date: 2014
- Subjects: Inclusive education Education and state -- South Africa -- Eastern Cape Children with disabilities -- Education -- South Africa -- Eastern Cape Special education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5873 , vital:29413
- Description: The implementation of inclusion policy for learners with special education needs as stipulated in the Education White Paper 2001has been an issue of concern for South African schools. This study sheds light on the implementation of inclusion policy for learners with special education needs in the selected primary schools in the Fort Beaufort District in the Eastern Cape Province in South Africa. The aim of the study is to examine the implementation of inclusion policy for learners with special education needs. The study was placed within the post-positivism paradigm and used a mixed method research approach that integrated concurrent procedures in the collection, analysis and interpretation of the data. Questionnaires were used to collect quantitative data while qualitative data were collected through interviews, and document analysis. A total number of 30 teachers completed the questionnaires. The researcher conducted interviews with ten principals and eight teachers. She also held interviews with four education district officials and one provincial official. Data were analysed by statistical and non-statistical procedures. The study revealed that the inclusion policy is being implemented in the selected schools. However, there are challenges that are being encountered. Firstly, some teachers have not received adequate training with regards to inclusive education policy. Staff development workshops put in place to address this challenge are minimal, and there is not enough joint effort being established by the different stakeholders with regards to support and monitoring the implementation process. Despite the challenges that accompany implementation of inclusion of learners with special education needs, as well as the difficult working conditions, this study reveals that there are pockets of good practice of inclusion policy in some of the selected schools in the Fort Beaufort District. For instance, it was found that teachers implement inclusion of learners with special education needs, even though the majority of them do not have qualifications in special education. It was also revealed that teachers used learner-centred teaching methods to accommodate all learners, which include group and individual teaching, group demonstration, discussions, question-and-answer sessions, and practical activities.
- Full Text:
- Date Issued: 2014
- Authors: Adewumi, Toyin Mary
- Date: 2014
- Subjects: Inclusive education Education and state -- South Africa -- Eastern Cape Children with disabilities -- Education -- South Africa -- Eastern Cape Special education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5873 , vital:29413
- Description: The implementation of inclusion policy for learners with special education needs as stipulated in the Education White Paper 2001has been an issue of concern for South African schools. This study sheds light on the implementation of inclusion policy for learners with special education needs in the selected primary schools in the Fort Beaufort District in the Eastern Cape Province in South Africa. The aim of the study is to examine the implementation of inclusion policy for learners with special education needs. The study was placed within the post-positivism paradigm and used a mixed method research approach that integrated concurrent procedures in the collection, analysis and interpretation of the data. Questionnaires were used to collect quantitative data while qualitative data were collected through interviews, and document analysis. A total number of 30 teachers completed the questionnaires. The researcher conducted interviews with ten principals and eight teachers. She also held interviews with four education district officials and one provincial official. Data were analysed by statistical and non-statistical procedures. The study revealed that the inclusion policy is being implemented in the selected schools. However, there are challenges that are being encountered. Firstly, some teachers have not received adequate training with regards to inclusive education policy. Staff development workshops put in place to address this challenge are minimal, and there is not enough joint effort being established by the different stakeholders with regards to support and monitoring the implementation process. Despite the challenges that accompany implementation of inclusion of learners with special education needs, as well as the difficult working conditions, this study reveals that there are pockets of good practice of inclusion policy in some of the selected schools in the Fort Beaufort District. For instance, it was found that teachers implement inclusion of learners with special education needs, even though the majority of them do not have qualifications in special education. It was also revealed that teachers used learner-centred teaching methods to accommodate all learners, which include group and individual teaching, group demonstration, discussions, question-and-answer sessions, and practical activities.
- Full Text:
- Date Issued: 2014
Commensal bacteria belonging to the Staphylococcus Acinetobacter and Stenotrophomonas genera as reservoirs of antibiotic resistance determinants in the environment of Nkonkobe Municipality, Eastern Cape Province , South Africa
- Authors: Adegoke, Anthony Ayodeji
- Date: 2012
- Subjects: Acinetobacter infections , Drug resistance in microorganisms , Staphylococcal infections , Bacterial diseases
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/6539 , vital:30551
- Description: A study to assess the potentials of some commensal bacteria that belong to Staphylococcus, Acinetobacter and Stenotrophomonas genera as reservoirs of antibiotic resistance determinants in the environment of Nkonkobe Municipality of the Eastern Cape Province, South Africa, was carried out using standard microbiological and molecular techniques. A total of 120 Staphylococcus isolates which consisted of Staphylococcus haemolyticus (30%), Staphylococcus aureus (23.3%) from pig; Staphylococcus capitis (15%) from goat; Staphylococcus heamolyticus (5%) and Staphylococcus xylosus (15%) from cattle and other Staphylococci (11%) from dead chicken and pigs were isolated. About 23.3% of these isolates were coagulase positive and 76.7% were coagulase negative. This difference in prevalence along coagulase production divide was statistically significant (p < 0.05). Eighty-six Acinetobacter species (Acinetobacter baumannii/calcoaceticus and Acinetobacter haemolyticus) were also isolated from Alice and Fort Beaufort towns samples, while 125 Stenotrophomonas maltophilia isolates were from grass root rhizosphere (96%) and soil butternut root rhizosphere (4%). Between 75-100% of the Staphylococccus species were resistant to Penicillin G, tetracycline, sulphamethaxole and nalidixic acid; about 38 % were methicillin resistant, consisting of 12.6% methicillin resistant Staphylococcus aureus (MRSA) from pig and a total of 12% vancomycin resistant were observed. Also, 12% of the isolates were erythromycin resistant while 40.2 % were resistant to the third generation cephalosporin, ceftazidime. The antibiotic resistance genes vanA, VanB, eryA, eryB, eryC were not detected in all the phenotypically resistant Staphylococccus species, but mec A gene and mph genes were detected. In the Acinetobacter species, a wide range of 30-100% resistance to penicillin G, ceftriazone, nitrofurantoin, erythromycin, and augmentin was observed. Polymerase chain reaction (PCR) revealed the presence of Tet(B) and Tet(39) genes in these species, while Tet (A), Tet(M) and Tet(H) were absent. Also, 9.3% of the Acinetobacter species showed phenotypic production of extended spectrum beta lactamases (ESBLs) while 3.5% were positive for the presence of blaCTX-M-1 genes. The Stenotrophomonas maltophilia isolates showed varying resistance to meropenem (8.9%), cefuroxime (95.6 %), ampicillin-sulbactam (53.9%), ceftazidime (10.7%), cefepime (29.3 %), minocycline (2.2%), kanamycin (56.9%), ofloxacin (2.9%), levofloxacin (1.3%), moxifloxacin (2.8%), ciprofloxacin (24.3%), gatifloxacin (1.3%), polymyxin B (2.9 %), cotrimoxazole (26.1%), trimethoprim (98.6%), aztreonam(58%) and Polymyxin B (2.9 %). The isolates exhibited significant susceptibility to the fluoroquinolones (74.3-94.7 %), polymycin (97.1%) and meropenem (88.1%). Only sul3 genes were the only sulphonamide resistance gene detected among the trimethoprim-sulphamethoxazole resistant isolates. The observed multiple antibiotic resistance indeces (MARI) of >2 for Staphylococcus species, Acinetobacter species and Stenotrophomonas maltophilia suggest that they have arisen from high-risk sources where antibiotics are in constant arbitrary use resulting in high selective pressure. The presence of tetracycline resistance genes in Acinetobacter species justifies the observed phenotypic resistance to oxytetracycline and intermediate resistance to minocycline. High phenotypic resistance and the presence of some resistance genes in Staphylococcus species is a possible threat to public health and suggests animals to be important reservoirs of antibiotic resistance determinants in the environment. Indiscriminate use of antibiotics induces this kind of antibiotic resistance and should be discouraged. Personal hygiene is encouraged as it reduces the load of Acinetobacter species contacted from the environment that may be difficult to control. Commensal Stenotrophomonas maltophilia are as important as their clinical counterparts due to their roles in opportunistic infection, antibiotic resistance and their associated genes, especially sul gene. Personal hygiene is hereby advocated especially when in contact with soil, plants and plants’ rhizospheric soil.
- Full Text:
- Date Issued: 2012
- Authors: Adegoke, Anthony Ayodeji
- Date: 2012
- Subjects: Acinetobacter infections , Drug resistance in microorganisms , Staphylococcal infections , Bacterial diseases
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/6539 , vital:30551
- Description: A study to assess the potentials of some commensal bacteria that belong to Staphylococcus, Acinetobacter and Stenotrophomonas genera as reservoirs of antibiotic resistance determinants in the environment of Nkonkobe Municipality of the Eastern Cape Province, South Africa, was carried out using standard microbiological and molecular techniques. A total of 120 Staphylococcus isolates which consisted of Staphylococcus haemolyticus (30%), Staphylococcus aureus (23.3%) from pig; Staphylococcus capitis (15%) from goat; Staphylococcus heamolyticus (5%) and Staphylococcus xylosus (15%) from cattle and other Staphylococci (11%) from dead chicken and pigs were isolated. About 23.3% of these isolates were coagulase positive and 76.7% were coagulase negative. This difference in prevalence along coagulase production divide was statistically significant (p < 0.05). Eighty-six Acinetobacter species (Acinetobacter baumannii/calcoaceticus and Acinetobacter haemolyticus) were also isolated from Alice and Fort Beaufort towns samples, while 125 Stenotrophomonas maltophilia isolates were from grass root rhizosphere (96%) and soil butternut root rhizosphere (4%). Between 75-100% of the Staphylococccus species were resistant to Penicillin G, tetracycline, sulphamethaxole and nalidixic acid; about 38 % were methicillin resistant, consisting of 12.6% methicillin resistant Staphylococcus aureus (MRSA) from pig and a total of 12% vancomycin resistant were observed. Also, 12% of the isolates were erythromycin resistant while 40.2 % were resistant to the third generation cephalosporin, ceftazidime. The antibiotic resistance genes vanA, VanB, eryA, eryB, eryC were not detected in all the phenotypically resistant Staphylococccus species, but mec A gene and mph genes were detected. In the Acinetobacter species, a wide range of 30-100% resistance to penicillin G, ceftriazone, nitrofurantoin, erythromycin, and augmentin was observed. Polymerase chain reaction (PCR) revealed the presence of Tet(B) and Tet(39) genes in these species, while Tet (A), Tet(M) and Tet(H) were absent. Also, 9.3% of the Acinetobacter species showed phenotypic production of extended spectrum beta lactamases (ESBLs) while 3.5% were positive for the presence of blaCTX-M-1 genes. The Stenotrophomonas maltophilia isolates showed varying resistance to meropenem (8.9%), cefuroxime (95.6 %), ampicillin-sulbactam (53.9%), ceftazidime (10.7%), cefepime (29.3 %), minocycline (2.2%), kanamycin (56.9%), ofloxacin (2.9%), levofloxacin (1.3%), moxifloxacin (2.8%), ciprofloxacin (24.3%), gatifloxacin (1.3%), polymyxin B (2.9 %), cotrimoxazole (26.1%), trimethoprim (98.6%), aztreonam(58%) and Polymyxin B (2.9 %). The isolates exhibited significant susceptibility to the fluoroquinolones (74.3-94.7 %), polymycin (97.1%) and meropenem (88.1%). Only sul3 genes were the only sulphonamide resistance gene detected among the trimethoprim-sulphamethoxazole resistant isolates. The observed multiple antibiotic resistance indeces (MARI) of >2 for Staphylococcus species, Acinetobacter species and Stenotrophomonas maltophilia suggest that they have arisen from high-risk sources where antibiotics are in constant arbitrary use resulting in high selective pressure. The presence of tetracycline resistance genes in Acinetobacter species justifies the observed phenotypic resistance to oxytetracycline and intermediate resistance to minocycline. High phenotypic resistance and the presence of some resistance genes in Staphylococcus species is a possible threat to public health and suggests animals to be important reservoirs of antibiotic resistance determinants in the environment. Indiscriminate use of antibiotics induces this kind of antibiotic resistance and should be discouraged. Personal hygiene is encouraged as it reduces the load of Acinetobacter species contacted from the environment that may be difficult to control. Commensal Stenotrophomonas maltophilia are as important as their clinical counterparts due to their roles in opportunistic infection, antibiotic resistance and their associated genes, especially sul gene. Personal hygiene is hereby advocated especially when in contact with soil, plants and plants’ rhizospheric soil.
- Full Text:
- Date Issued: 2012
Assessing challenges in public appointments and recruitment processes in Chris Hani District Municipality: a case study of human resource department in Lukhanji Local Municipality
- Authors: Gijana, Andile Patrick
- Date: 2011
- Subjects: Civil service Human capital -- South Africa -- Eastern Cape South Africa -- Officials and employees -- Selection and appointment
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5752 , vital:29379
- Description: The aim of this study was to assess challenges in Public Appointments and Recruitment Processes in Chris Hani District Municipality: A case study of Human Resource Department in Lukhanji Local Municipality (2008-2010) of the Eastern Cape Province. There has never been a detailed research study conducted in the Chris Hani Human Resource Department, regarding the subject in question. The Constitution of the Republic of South Africa in Section 195(i) directs that Public Administration must be broadly representative of the South African people, with employment and personnel management practices based on ability, objectivity, fairness and the need to redress the imbalances of the past to achieve broad representation. The literature review explored extensively the models used in implementing recruitment and appointment processes globally. From those tested models elsewhere, it was evident that South Africa has a great Constitution and good policies regarding Local Government Human Resource Department recruitment and appointment processes not withstanding some challenges cited in the study. This assessment of challenges in the public appointments and recruitment processes in Chris Hani District Municipality assisted in the establishment of the real facts about effective and fair recruitment and appointment processes in the Local Government Human Resource Management Department to deserving communities. It became clear from the study that providing efficient and fair recruitment and appointments processes to the Local Government Human Resource Department in South Africa requires a broader advocacy agenda encompassing the development of Human Resource systems and the generation of numerous skills and expertise to deliver services to the poor people of our country.
- Full Text:
- Date Issued: 2011
- Authors: Gijana, Andile Patrick
- Date: 2011
- Subjects: Civil service Human capital -- South Africa -- Eastern Cape South Africa -- Officials and employees -- Selection and appointment
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5752 , vital:29379
- Description: The aim of this study was to assess challenges in Public Appointments and Recruitment Processes in Chris Hani District Municipality: A case study of Human Resource Department in Lukhanji Local Municipality (2008-2010) of the Eastern Cape Province. There has never been a detailed research study conducted in the Chris Hani Human Resource Department, regarding the subject in question. The Constitution of the Republic of South Africa in Section 195(i) directs that Public Administration must be broadly representative of the South African people, with employment and personnel management practices based on ability, objectivity, fairness and the need to redress the imbalances of the past to achieve broad representation. The literature review explored extensively the models used in implementing recruitment and appointment processes globally. From those tested models elsewhere, it was evident that South Africa has a great Constitution and good policies regarding Local Government Human Resource Department recruitment and appointment processes not withstanding some challenges cited in the study. This assessment of challenges in the public appointments and recruitment processes in Chris Hani District Municipality assisted in the establishment of the real facts about effective and fair recruitment and appointment processes in the Local Government Human Resource Management Department to deserving communities. It became clear from the study that providing efficient and fair recruitment and appointments processes to the Local Government Human Resource Department in South Africa requires a broader advocacy agenda encompassing the development of Human Resource systems and the generation of numerous skills and expertise to deliver services to the poor people of our country.
- Full Text:
- Date Issued: 2011
Studies on bioflocculants produced by three freshwater Actinomycetes (Streptomyces Sp.Gansen, Cellulomonas Sp,Bola and Brachybacterium Sp, UFH) isolated from Tyume river
- Authors: Oladele, Agunbiade M
- Date: 2011
- Subjects: Flocculation Streptomyces Gram-positive bacteria Actinobacteria
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/6550 , vital:30552
- Description: Several bacteria were isolated from the bottom sediments of Tyume River and investigated for bioflocculant production potentials. Kaolin clay suspension (4 g/l) was used to measure the flocculating activity and three of the positive isolates were identified by 16S rRNA gene nucleotide sequence analyses and the sequences deposited in GenBank as Streptomyces sp Gansen (accession number HQ537129), Brachybacterium sp UFH (accession number HQ537131.), and Cellulomonas sp Bola (accession number HQ537132). Streptomyces sp Gansen exhibited its maximum flocculating activity using lactose (85% activity), peptone (76.3% activity), Ca2+ as sole sources of carbon, nitrogen and cations respectively, and at a neutral pH of 7.0, while, the bioflocculant produced by Brachybacterium sp UFH with glucose, urea and Ca2+ as carbon, nitrogen and cations sources yielded 82% and 97% flocculation activity respectively at a neutral pH. Also, glucose (73.2% activity), ammonium chloride (78.2% activity) and Ca2+ resulted in optimal production of bioflocculant by Cellulomonas sp Bola, also at a neutral pH. Chemical analysis confirmed that bioflocculant produced by Streptomyces Gansen is a polysaccharide while Brachybacterium sp UFH and Cellulomonas sp Bola produces a glycoprotein compound. This freshwater actinomycetes appears to have a tremendous potential as sou rces of new bioflocculants.
- Full Text:
- Date Issued: 2011
- Authors: Oladele, Agunbiade M
- Date: 2011
- Subjects: Flocculation Streptomyces Gram-positive bacteria Actinobacteria
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/6550 , vital:30552
- Description: Several bacteria were isolated from the bottom sediments of Tyume River and investigated for bioflocculant production potentials. Kaolin clay suspension (4 g/l) was used to measure the flocculating activity and three of the positive isolates were identified by 16S rRNA gene nucleotide sequence analyses and the sequences deposited in GenBank as Streptomyces sp Gansen (accession number HQ537129), Brachybacterium sp UFH (accession number HQ537131.), and Cellulomonas sp Bola (accession number HQ537132). Streptomyces sp Gansen exhibited its maximum flocculating activity using lactose (85% activity), peptone (76.3% activity), Ca2+ as sole sources of carbon, nitrogen and cations respectively, and at a neutral pH of 7.0, while, the bioflocculant produced by Brachybacterium sp UFH with glucose, urea and Ca2+ as carbon, nitrogen and cations sources yielded 82% and 97% flocculation activity respectively at a neutral pH. Also, glucose (73.2% activity), ammonium chloride (78.2% activity) and Ca2+ resulted in optimal production of bioflocculant by Cellulomonas sp Bola, also at a neutral pH. Chemical analysis confirmed that bioflocculant produced by Streptomyces Gansen is a polysaccharide while Brachybacterium sp UFH and Cellulomonas sp Bola produces a glycoprotein compound. This freshwater actinomycetes appears to have a tremendous potential as sou rces of new bioflocculants.
- Full Text:
- Date Issued: 2011
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- Authors: Surname, Firstnames
- Date: 20xx
- Subjects: Folk music -- Zimbabwe
- Language: English
- Type: Thesis , Masters/Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/6048 , vital:29486
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- Authors: Surname, Firstnames
- Date: 20xx
- Subjects: Folk music -- Zimbabwe
- Language: English
- Type: Thesis , Masters/Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/6048 , vital:29486
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- Identifier: http://hdl.handle.net/10353/9776 , vital:34941
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- Subjects: Folk music -- Zimbabwe
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- Identifier: http://hdl.handle.net/10353/5884 , vital:29414
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- Subjects: Folk music -- Zimbabwe
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- Identifier: http://hdl.handle.net/10353/5884 , vital:29414
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- Identifier: http://hdl.handle.net/10353/10597 , vital:35631
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- Subjects: Folk music -- Zimbabwe
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- Identifier: http://hdl.handle.net/10353/12043 , vital:39130
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