Distribution of virulence determinants in some members of the ESKAPE pathogens isolated from selected hospital wastewater effluents in the Eastern Cape, South Africa
- Authors: Mapipa, Qaqamba
- Date: 2019
- Subjects: Effluent quality Water -- Purification
- Language: English
- Type: Thesis , Masters , MSc (Microbiology)
- Identifier: http://hdl.handle.net/10353/14704 , vital:40061
- Description: Members of ESKAPE pathogens are grouped under the acronymn made up of Enterococcus faecium, Staphylococcus aureus, Klebsiella pneumoniae, Acinetobacter baumannii, Pseudomonas aeruginosa, and Enterobacter species. ESKAPE pathogens, isolated from hospitals and communities, have just been characterized for new pathogenesis and transmission patterns and overcoming the usefulness of available drugs, this leads to infections that tend to increase the rate of disease in a population and death rate and cost our society massively. The distribution of virulence determinants and the antibiotic susceptibility patterns in some members of the ESKAPE pathogens isolated from hospital wastewater facilities that were selected within the Eastern Cape Province, South Africa was evaluated. Water samples from the hospital wastewater facilities were collected fortnightly over a period of three (3) months (February to April). Spread plate technique was employed for the enumeration and isolation of the members of ESKAPE pathogens. A total of 725 presumptive ESKAPE isolates were collected, screened and Polymerase Chain Reaction (PCR) amplification of target determinants was performed. Results showed that Klebsiella pneumoniae tested positive for ninety two (92=35.9%) samples, Enterobacter cloacae fifty seven (57=22.2%) samples tested positive, Pseudomonas aeruginosa fifty four (54=21.09%) isolates tested positive and fifty three (53=20.7%) isolates tested positive for Acinetobacter baumannii making a total of 256 isolates which tested positive for some members of ESKAPE pathogens. The detection of some members of the ESKAPE pathogens in these Hospitals is a cause of concern to public health. A total of 256 ESKAPE isolates that were obtained from the hospital wastewater facilities; were subjected to antibiotic susceptibility test in order to determine their antibiotic-resistant profiles. ESKAPE isolates recovered from the three hospital effluents showing resistance to antimicrobial agents in this study were further evaluated for resistance determinants namely, sulfonamides resistance determinants (sulI and sulII), β-lactams (ampC, blaTEM and blaZ), tetracyclines (tetA, tetB, tetC and tetM), 10 chloramphenicol’s (catI and catII) and aminoglycoside resistance determinants (aacC2, apHAI and apHAII). The resistant determinants targeted have been evaluated through their prevalence and the following distributions were obtained: [β-Lactams; ampC (80%), blaTEM (77%)]; [Tetracyclines; tetA (87%)]; [Sulfonamides; sulI (79%)]; [Aminoglycosides; aacC2 (12%), aphA2 (52%) and aadA (18%)]. With the worldwide increase in these resistant occurrences, the execution of strict infection control policies and treatment with different antimicrobials needs hasty detection. Comprehensive data are therefore needed so that the history of infection, identification of genes present in organisms and monitoring of changes in infection patterns can be traced correctly.
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Teachers’ perception of the integration of environmental education into grade 12 curriculum in East London Education District
- Authors: Damoah, Benjamin
- Date: 2019
- Subjects: Environmental education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16528 , vital:40728
- Description: The study focuses on teachers’ perception of the integration of environmental education into grade 12 curriculum in East London education district. This study is based on empirical research. The theoretical framework of the study is based on Opportunity to Learn (OTL). The concept of OTL was formulated by international Association of Achievements (McDonnell, 1995).OTL is multiplicity of factors that create the conditions for teaching and learning, such as curricula, learning materials, facilities, teachers and instructional experiences. The research study is supported by national and international literatures based on environmental education and integration of environmental education as a component in the school curriculum, and policy documents. The study adopted qualitative research approach, using phenomenological method and interpretivism paradigm respectively. The empirical data was collected from one high school in Mdantsane Township in East London education district. The study sample consisted of 6 high school teachers. Data was collected through semi- structured interviews. According to the findings of the research, grade 12 teachers expressed disparities in their perceptions of environmental education as an integrated component into their subjects. Most of the subject teachers focused on the aspect of knowledge acquisition. According to South African education system, environmental education (EE) has been integrated into all subjects. Although there is environmental education in the GET and FET phase curriculum respectively, however it is not integrated evenly in all subjects. Some subjects like Life sciences, geography have more environmental content than other subjects. Teachers suggested that the approach adopted to integrate environmental education into the school curriculum was not favourable because teachers claimed that what is to be taught as environmental education in the various subjects is not indicated explicitly in the CAPS document. The CAPS document prescribes EE integration into all subjects which makes the teaching of EE a collective responsibility. The main actors of EE integration implementation are themselves a constraint to the success of the integration. The teacher is confronted with many challenges in the process of environmental education integration. This includes lack of teaching and learning resources, time and large class size. The role of teachers in the implementation of environmental education in developing an environmentally literate citizenry is of great significance. The responsibility of the government in ii developing a curriculum with clear goals and content, developing teachers’ capacity in the teaching of environmental education and provision of teaching and learning materials needs to be taken seriously by the government in educational plans and programs. Topics for future research on the integration of EE into grade 12 curriculums were suggested in order to improve on teaching and learning of environmental education
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Negotiating identity and belonging: perspectives of children living in a disadvantaged community in the Eastern Cape Province
- Authors: Ridley, Tamerin Amy
- Date: 2013
- Subjects: Group identity -- South Africa -- Eastern Cape , Children's rights -- South Africa -- Eastern Cape , Broken homes -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Soc Sc (C Psy)
- Identifier: vital:11860 , http://hdl.handle.net/10353/d1019871 , Group identity -- South Africa -- Eastern Cape , Children's rights -- South Africa -- Eastern Cape , Broken homes -- South Africa -- Eastern Cape
- Description: Developing an identity with self-esteem and a sense of self-worth is a child’s fundamental right (Vandenbroek, 2001). To encourage identity formation children need to ask and answer questions such as: ‘Who am I?’, ‘Where do I belong?’ and ‘Is it ok to be who I am?’ A child’s identity is shaped largely by his/her experiences with regards to relationships and belonging within communities and familial structures. However, South Africa faces a host of problems, including poverty, violence, HIV/AIDS, all of which contribute to the breakdown of these familial and community structures. Utilising a participatory action framework, this research aims to provide insight into how children living in a disadvantaged community negotiate identity and belonging. This insight into children’s perceptions of identity and belonging is useful for identifying resources within the community which promote a positive sense of identity and belonging, and also to identify areas where support and intervention are required.
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An investigation into the formative assessment practices of teachers in selected Fort Beaufort schools: a case study in the Eastern Cape
- Authors: Kuze, Mongezi William
- Date: 2009
- Subjects: Competency-based education -- South Africa , Education and state -- South Africa -- Eastern Cape , Educational planning -- South Africa -- Eastern Cape , Technology -- Study and teaching -- South Africa -- Eastern Cape , Assessment, Evaluation, and Programming System -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16162 , http://hdl.handle.net/10353/226
- Description: South Africa has, since 1994 undergone significant political, social and economic changes and all these changes have had an effect in most of the governmental departments. One department adversely affected in particular, is the Department of Education (DoE). The implementation of a large number of educational policies being developed at national and provincial levels to bring about radical changes, leave much to desire. That has led the researcher to be investigating Teachers’ Formative Assessment Practices in Grade 9 Technology classrooms of selected schools in the Fort Beaufort District of Education. The DoE had explored ways to better educate learners and to improve the entire school performance, hence the introduction of the new methods of assessment, to quote but one, assessment policy No. 19640 of 1998. The new assessment policy in the GET Band is a means of assessing learners in order to enhance individual growth and development; to monitor the progress of learners; and to facilitate their learning. This policy states that assessment and feedback are integral to the teaching and learning process and policy planners and practitioners must be adequately prepared to implement these policies. Assessment is the most powerful lever educators use to influence the way learners respond to teaching and behave as learners. It is crucial that appropriate and effective methods of assessment are employed to ensure effective learning. Therefore, the study examined, within the interpretive paradigm and taking a constructivist approach, experiences and concerns raised by participants concerning the implementation of formative assessment in the case. In order to investigate teachers’ perceptions and the implementation of formative assessment practices, in relation to emerging educational policies, one Grade 9 learning area – Technology - in five schools were purposefully sampled. Data from the participants were mainly collected employing qualitative methods, being in-depth interviews, observations and document studies. The main findings of the study were that participants’ (School Management Team members, teachers and learners) perceptions were not quite clear pertaining to what formative assessment is all about. They did not know how to implement it in their classes and as a result had a negative impact on them. This led to recommending that these practitioners must adequately and rigorously be re-trained in implementing the policy. The DoE ought to outsource such trainings to tertiary institution for certification purposes. In future, the DoE should, before implementing any policy, make sure facilitators know the policy, are adequately and thoroughly trained and skilled before embarking on any further training of policy practitioners.
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