School learner's perceptions of the factors that influence methamphetamine use in Manenberg
Notice bibliographique
Résumé
The aim of this study was to explore school learners' perceptions of the factors that influence methamphetamine use in Manenberg.To meet this aim, three objectives were proposed namely, to explore school learners' knowledge and understandings of methamphetamine use; to explore school learners' perceptions of methamphetamine and its uses and; to explore school learners' perceptions of the factors that influence methamphetamine use.Methamphetamine use amongst adolescents has become an increasing concern internationally and globally, with Cape Town's level of methamphetamine users being substantially higher compared to other parts of South Africa.The study was thus important as it firstly, permitted the understanding of adolescents' knowledge of methamphetamine and its uses in a lower socioeconomic status community, secondly, permitted the understanding of adolescents perceptions of the contributing factors of meth use, and thirdly, by knowing and understanding their viewpoints, key focus areas were recommended for intervention and prevention programs in an attempt to decrease the high drug rate in South Africa.A qualitative methodology was adopted for the study and participants were purposefully sampled from the three high schools in Manenberg.Information was gathered through focus group discussions and analysed using thematic analysis.The study strictly adhered to the ethics stipulated by the University of the Western Cape.Findings indicate that learners generally had a broad amount of knowledge about methamphetamine and commonly expressed disgust for users.Learners also perceived peer substance use and pressure, parental substance use, and poverty to be the risk factors for methamphetamine use in Manenberg.'Decreasing' factors noted by the participants mainly focused on improving intervention strategies as a means to decrease methamphetamine use in the area.Recommendations for interventions and improvement of interventions for all the risk factors noted were then stipulated.grandmother for all their support and faith during this year.To my father for all his sacrifices to get me to this point; to my mother for all her faith and uplifting talks; to my grandmother for all her prayers and confidence in my abilities; and to my brother for all his assistance and belief.I have been blessed with a supportive and faith bounded family that deserves all the acknowledgement for my achievements.Next, I would like to thank my Supervisor and the research team for all their assistance and confidence in me.I really appreciate it and have learned in abundance.I would also like to acknowledge and thank all the schools who have participated in the study and all those community leaders that assisted as well.In particular a great thank you goes out to the teachers and principles of Manenberg high school, Phoenix high school and Silverstream high school and especially the learners who participated.The financial assistance of the National Research Foundation (NRF) towards this research is acknowledged.Opinions expressed and conclusions arrived at are those of the author and are not necessarily to be attributed to the NRF.A special thank you also goes out to Mrs. M. Bennett who assisted me in obtaining the scholarship.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,002 | 0,000 |
| Science ouverte | 0,000 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».