ResearchSpace
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Investigating the impact of Covid 19 on collective bargaining and workers livelihoods: the case of NEHAWU in Durban.
(2022) Mathonsi, Mbuyiseni Simon.; Tshishonga, Ndwakhulu Stephen.
Collective bargaining is often associated with higher earnings, greater security for employees, and greater earnings equality. During the collective bargaining financial circles of 2019/2020, 2020/2021, 2021/2022 South African collective bargaining could not meet this protective function. Protective function means ensuring adequate pay, deciding on limits on daily or weekly working hours, and regulating other working conditions. The failure of wage negotiations during the above collective bargaining circles had hampered the South African government’s plan to reduce the levels of race and gender inequality, and it has also had a negative impact on the country’s economic growth.
This study investigates the impact of COVID 19 on collective bargaining and workers’ livelihoods, using the case of NEHAWU in Durban. The National Education, Health, and Allied Workers Union (NEHAWU) is one of the largest trade unions in South Africa, which organizes both in the public and private sectors (especially with regard to state-owned entities). A qualitative research approach was adopted together with an exploratory research design to conduct an in-depth exploration of the phenomenon under study. Semi-structured interviews (both face-to-face and online) were employed for data collection among the leaders and members of NEHAWU in Durban. Thematic analysis was used to code the qualitative data and identify the emerging themes and subthemes. Meanwhile a non-probability sampling method was employed, and a purposive sampling technique was used to identify a sample of 10 (ten) participants for the study. “Collective bargaining: a veritable tool for resolving conflict”, the theory of collective bargaining by Kolatikan (2014) as well as three theoretical perspectives in industrial relations (the Unitary, the Radical and Pluralistic perspectives) combined to form the framework that underpin this study.
The research study revealed that the failure of collective bargaining during 2019/2020, 2020/2021, and 2021/2022 collective bargaining circles as a result of the COVID-19 pandemic did not only disrupted workers’ livelihoods but it also reversed workers’ level of life and deepened gender, race, and class inequalities. The study also revealed that the salary freeze experienced during the above collective bargaining circles, coupled with the rise in food and petrol prizes, drove some workers into hard-core poverty, a level of the working poor, with workers occupying the lowest rungs of the payment system bearing the most brunt. The study recommends that collective bargaining needs to be strengthened and protected, especially during disasters such as COVID-19. It also recommends the up skilling of the low-paid workers so that they can move up the salary rungs. It further recommends that collective bargaining should prioritize workers who are in the lowest rungs of the salary payment system.
An analysis of the links between poverty and gender at Vedriet Farm in KwaZulu-Natal province.
(2022) Mncube, Emmanuel Thamsanqa.; Matse, Muzi Patrick.
This study aimed to describe the relationship between poverty and gender inequality. The study also sought to understand how gender inequality promotes poverty and to determine prevalent incidences linked to poverty and gender inequality. The study employed a qualitative research methodology in the form of semi-structured interviews and focus groups. Purposive sampling was used to select 16 participants who met the minimum of four of the five criteria. Using Structural functionalism theory to conduct the study, the main findings revealed that females are at greater risk of poverty because of the social construct of gender. The literature reviewed confirmed that gender inequality is a major threat to poverty reduction. The study further revealed that younger and older women do not agree over challenging patriarchal practices in the community. Moreover, the study further revealed that the social construct of gender affects women negatively and harms men and boys who are regarded weak when they advocate for equal rights and opportunities. As a result, social restrictions discourage men and boys from deviation from traditional expectations. In addition, patriarchal practices and beliefs allow too much freedom to boys than girls. The practical implications of the findings are that poverty and gender inequality interventions need to concentrate on gender-related poverty differentials and consider access level to and control over resources at the initial stage. Moreover, analysis of gender relations and gender impact assessment must be a prerequisite for successfully implementing any poverty alleviation programmes, policies, and projects.
An exploration of how teachers perceive and respond to language demands associated with the learning of mathematical literacy
(2023) Dawson, Quintus.; Bansilal, Sarah
With the introduction of Mathematical Literacy (ML) in schools in 2006, a renewed emphasis has been placed on the teaching of Mathematical knowledge and concepts with the use of real-life context-based education. The intention of ML is to provide learners with the opportunity to learn mathematics that is embedded in real-life context-based settings. Learners are expected to gain competencies such as to reason, make decisions, solve problems, manage resources and interpret information within a mathematical contextual setting. These competencies indicate that language skills have become an integral part of ML. It was found that teachers believe that an understanding of the language of learning and teaching plays a pivotal role in learners’ optimal performance in ML. The teachers implemented several strategies aimed at supporting learners with language demands associated with learning ML. The strategies included identifying key words in ML questions, reading the ML questions aloud, selecting resources carefully, providing support in interpreting the contextual setting before attempting to find the mathematical demand of the question, and using code switching in the classroom. Teachers also suggested ways in which they could be supported in the ML classroom. The purpose of this study was to understand how teachers perceive and respond to the language demands associated with the learning of ML. To investigate how teachers perceive this phenomenon, a qualitative approach was adopted, and the analysis of data was conducted in three stages. First, questionnaires were distributed to 42 ML teachers to elicit their views about the role played by language in teaching and learning. Thirty-three teachers completed the questionnaires. The responses were analysed, and this analysis guided the second stage of the research which was the implementation of more meaningful classroom observations. Of these observed participants, all six agreed to participate further in the study by formulating thought provoking questions to gainmore insights into how teachers perceive and respond to the language demands associated with the learning of ML. The results of the study are limited in relation to generalisability because the sample was small. The findings indicate that teachers do consider the language proficiency of learners when they are teaching ML. The study found that a review of the existing channels of communication between stakeholders of the Department of Basic Education (DBE), and the ML teachers needs to be conducted, along with a review of the quality of the ML examination papers released by the DBE. Also, a research review needs to be conducted on how the DBE views the language demands associated with the learning of ML as reflected in the DBE policy documents on ML and, last, a review on the effect the DBE resources have on teaching and learning in ML classrooms needs to be conducted.
Evaluating immunosuppression in obesity and short-term oral contraceptive use: using an experimental model of diet-induced atherothrombosis.
(2023) Fabunmi, Oyesanmi Abisoye.; Nkambule, Bongani Brian.
Introduction
Obesity is a prominent feature of metabolic syndrome that can predispose an individual to an increased risk of developing type 2 diabetes (T2D) and cardiovascular disease (CVD). Moreso, oral contraceptives are associated with an increased risk of cardiovascular-related complications such as arterial and venous thrombosis in some women of reproductive age. There is a need to understand how the usage of combined oral contraceptives (COC) affectswomen with diverse metabolic complications. Thus, we aimed to evaluate CVD-related risk factors, especially those implicating atherothrombosis, in a preclinical model of high-fat diet (HFD) exposure to COC. We also assessed whether switching to a low-fat diet or pharmacologic intervention with low-dose aspirin (LDA) could improve the metabolic status or alleviate CVD risk using this preclinical model of HFD.
Methods
The study was divided into three phases to achieve its aims. The study's first phase was used to establish a preclinical model of impaired glucose tolerance and to test the efficacy of COC. Thus, female Sprague Dawley rats were randomly assigned to receive HFD and low-fat diet (LFD) for eight weeks before assessing basic metabolic parameters or CVD-related abnormalities. The study's second phase involved testing the detrimental effects of COC, where rats switched from HFD to LFD for an additional six weeks while receiving either a high (HCOC) or low dose (LCOC) of COC. The third phase of the study involved rats exposed to COC for six weeks before treatment with LDA for another four weeks. At the end of each experimental phase, measurements for basic metabolic status and CVD-related parameters were taken. These included the animal body weights, insulin levels, lipid profiles, fasting blood glucose, hematological indices, blood pressure and heart rate, as well asmarkers of immune activation such as interleukin (IL)-6, tumor necrosis factor-alpha (TNF)-α, factor (TF) and D-dimer, Von Willebrand factor (vWF) and nitric oxide.
Results
The results of the first phase indicated that exposure to HFD led to a marked weight gain, impaired glucose tolerance, and abnormal lipid profiles, including obscured triglycerideglucose index when compared to rats in the LFD group (p < 0.001). Rats exposed to HFD also presented with increased markers of CVD risk, accompanied by a pro-inflammatorystate, as displayed by increased levels of IL-6 and TNF-α compared to the LFD group (p <0.05). Interestingly, dietary intervention and switching from an HFD to an LFD could improve metabolic status and potentially lower CVD-risk-related markers. However, this improvement was not seen in rats that received HCOC, as these animals impaired metabolic state that was accompanied by alteration in the levels of immune activation, coagulation, and endothelial function. However, the third phase of the study showed that short-term LDA treatment for four weeks could improve the metabolic status and decrease the markers of immune activation (IL-6, TNF-α, and MCP-1) in animals that received HCOC. LDA also decreased the bleeding time and makers of hypercoagulation (TFand dimer), as well as improved endothelial function by increasing the availability of nitric oxide and decreasing levels of vWF in rats that were exposed to HCOC treatment (p < 0.05).
Conclusion
Our results indicated that exposure to HFD was consistent with impaired glucose tolerance and increased CVD risk in female rats. Exposure to HCOC was associated with an increased risk of atherothrombotic disorder in HFD animals despite dietary intervention that involved switching from an HFD to an LFD. Short-term LDA attenuates the risk of atherothrombotic disorder by improving the metabolic status and decreasing markers of immune activation, hypercoagulation, and endothelial dysfunction during exposure to COC treatment in animals. Our result demonstrated that an increased risk of thrombotic events during COC treatment may potentially be associated with the dose and duration of treatment. While the use of LDA may be of potential therapeutic benefit against the risk of atherothrombotic disorder following toxic exposure to COC. However, further studies are needed to confirm the interaction mechanism between the several types of available COC, further revealing the potential therapeutic value of LDA.
Geography of first additional languages teaching: landscaping the foundation phase years
(2018) Mzimela, Patience Jabulile.; Ramrathan, Prevanand.
Public schooling in South Africa is comprehensively categorised in terms of geography (rural/urban/township), infrastructure (quintiles 1 to 5), performance (performing and non-performing schools) and many other formal and non-formal categories. These categories have largely been used in reporting learner performances and interventions, yet these categories may have serious implications for teaching and learning and may ultimately impact learner performance. This study explored the teaching of a first additional language (FAL) in different geographical contexts. Research on first additional language teaching has been on the agenda in South Africa, and indeed the world, for several decades now. Interventions have been made in response to systemic findings, yet little success has been noted in terms of advancement to a sustainable degree. As a result, on-going research in this focus area is needed to enrich scholarly debates and the practice of additional language teaching with new insights. This research report alludes to the new insights that were obtained in its quest to determine if there were any significant deviations in the pedagogical practices that primary school teachers employed when teaching a first additional language in different contexts. The study was underpinned by Bernstein’s pedagogic theory and Bourdieu’s social topography conceptual framework which is a construct of his field theory. The application of both theoretical lenses mutually contributed to the understanding of the significance of social space for one’s shape of pedagogic practice and behaviour. The study employed a qualitative interpretive approach. It was constructed as a multi-case study that involved three Foundation Phase teachers who taught FAL in three geographically different primary schools in the Ilembe, Umlazi and Pinetown Districts. The teachers were purposively sampled. Data were generated by means of multiple data generation methods that included semi-structured interviews, structured observations, post-observation interviews, and document analysis. The data were thematically analysed using content and context analyses, and the results are presented in this thesis as collated key findings. The findings revealed variances in the manner in which teachers taught FAL. These variances could be linked to that contextual variations clearly influenced the way they taught. The challenges that were identified included lack of departmental officials’ support, lack of teachers’ knowledge of how to teach a FAL, teachers’ attitude towards the teaching of a FAL (which resulted in default teaching that could be related to challenges experienced in each geographical context). It is argued that these and other challenges were factors that contributed to the differentiated teaching and learning of a FAL in geographically different contexts. The study contributes to a fresh understanding of how geographical variations influence the teaching and learning of a FAL and how these variations ultimately impact learner performance in the Foundation Phase.