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Understanding lay theories on the causes of economic inequality is the first step to comprehending why people tolerate, justify, or react against it. Accordingly, this paper aims to develop and validate with two cross-sectional studies the Attributions for Cross-Country Inequality Scale (ACIS), which assesses how people explain cross-country economic inequality–namely, the uneven distribution of income and wealth between poor and rich countries. After selecting and adapting items from existing scales of attributions for poverty and wealth, in Study 1, we tested the factorial structure of this initial pool of items in three countries with different levels of economic development and inequality, namely, Italy (n = 246), the UK (n = 248), and South Africa (n = 228). Three causal dimensions emerged from the Exploratory Factor Analysis: "rich countries" (blaming the systematic advantage of and exploitation by rich countries), "poor countries" (blaming the dispositional inadequacy and faults of poor countries), and "fate" (blaming destiny and luck). The retained items were administered in Study 2 to three new samples from Italy (n = 239), the UK (n = 249), and South Africa (n = 248). Confirmatory Factor Analysis (CFA) corroborated the factorial structure of the ACIS, and Multi-Group CFA supported configural and metric invariances of the scale across countries. In addition, we show internal consistency and construct validity of the scale: the scale correlates with relevant constructs (e.g., beliefs about cross-country inequality and ideological orientation) and attitudes toward relevant policies related to international redistribution and migration. Overall, the scale is a valid instrument to assess causal attribution for cross-national inequality and is reliable across countries. By focusing on resource distribution from an international perspective, this scale will allow researchers to broaden the discussion on economic inequality to a global level. [ABSTRACT FROM AUTHOR]

The article discusses the papers of John William Colenso, the first Anglican Bishop of Natal, South Africa, and his family, which date from the 1850s through the 1930s, but most extensively cover the period 1874 to 1910. It comments on the family's efforts to defend the Zulu people of Natal and Zululand in South Africa, particularly noting Colenso's protests over the trial of Natal Zulu chief Langalibalele. His relations with colonial officials and with the Aborigines Protection Society (APS) are noted. The author also describes the location of archival materials in Great Britain and South Africa and comments on their use and value in historical research.

Intermittent Water Supply (IWS) is characterised as drinking water distribution systems that are supplied with water for less than 24 hours/day on average. The filling transition from non-supply to pressurised supply is a period of hydraulic instability that negatively impacts water quality, deteriorates infrastructure integrity and intensifies social inequalities. Understanding the factors contributing to the severity of impact from filling is vital to develop effective management strategies. This paper investigates the hydraulic phenomena induced during the short-term IWS filling period and how this behaviour can be exacerbated by elevation and other hydraulic system factors, such as velocity and pressure. Controlled laboratory experiments conducted in the UK and field studies performed in operational networks across South Africa are presented. Results demonstrate the crucial role elevation plays in the network response during the filling transition, emphasising the need for greater consideration of elevation in IWS and well-maintained air relief valves in strategic locations. [ABSTRACT FROM AUTHOR]

This scoping review explores the professional literature in allied healthcare to determine which self-assessments of mentor skills are the most valid and reliable for use in occupational therapy doctoral capstone programs. The aims of this scoping review include mapping evidence related to mentor assessments in healthcare, exploring implications for occupational therapy doctoral mentor training programs, and identifying common characteristics of mentor self-assessments for occupational therapy programs to consider when developing capstone mentoring resources. Researchers applied and reported via PRISMA Extension for Scoping Reviews (PRISMA-ScR). A librarian and authors formulated keywords and database selections to search PubMed/MEDLINE/PMC, and Embase were searched from across healthcare professions for training outcomes, mentor self-assessment, mentor attributes, and use of researcher-developed assessments. The search was limited to English publications from the last 20 years. Data were extracted for quantitative information regarding study characteristics and qualitative information about mentoring skills. A total of 852 results were delivered across all databases. Nineteen papers met the final eligibility criteria and were included in the data extraction. Populations were included from several healthcare professions, including 11 nursing, four healthcare researchers, one pharmacy, one midwifery, one medicine, and one medical dietetics. Countries included the United States (n = 7), Finland (n = 5), United Kingdom (n = 4), Japan (n = 1), South Africa (n = 1) and Canada (n = 1). The authors identified four valid self-assessment tools, demonstrating III and IV levels of evidence, that may be implemented by occupational therapy programs as they develop resources for mentor programs. Occupational therapy programs can use the mentor attributes found in this scoping review to create their own mentor assessment measures or may choose to use a validated tool. The authors recommend additional research in mentor education and mentor skill acquisition. [ABSTRACT FROM AUTHOR]

In 1964, the UK government imposed an arms embargo on South Africa, which it maintained until the end of the white minority rule. What explains this embargo? Using mainly archival evidence, this paper demonstrates that domestic political dynamics in the United Kingdom mediated the influence of the transnational anti-apartheid and anti-colonial struggles on the British government. The United Kingdom imposed and maintained this embargo due in part to a domestic advocacy network, whose hub was the Anti-Apartheid Movement. The paper provides a comprehensive explanation of an important issue in British foreign policy, the anti-colonial struggle, and Southern Africa's history. There are theoretical implications for foreign policy analysis concerning the role of advocacy networks, interactions between local and global activism, the role of political parties' ideology and contestation, the effects on foreign policy of changes in a normative environment, the effects of norm contestation, and normative determinants of sanctions. [ABSTRACT FROM AUTHOR]

The principles of diversity and inclusion are valued across the higher education sector, but the ways in which these principles are translated into pedagogic practice are not always evident. Students who are first in their family to attend university continue to report barriers to full participation in university life. They are more likely to leave their studies early, and to achieve lower grades in their final qualifications, than students whose families have previous experience of higher education. The purpose of this study was to explore whether a mismatch between staff perceptions and students' experiences might be a possible contributor to these disparities. The study explored and compared staff discourses about the experiences of first generation students at two universities, one in the United Kingdom (UK), and the other in South Africa (SA). One-to-one interviews were carried out with 40 staff members (20 at each institution) to explore their views about first generation students. The results showed that staff were well aware of challenges faced by first generation students; however, they were unsure of their roles in relation to shaping an inclusive environment, and tended not to consider how to use the assets that they believed first generation students bring with them to higher education. This paper explores these staff discourses; and considers proposals for challenging commonly-voiced assumptions about students and university life in a broader context of diversity and inclusive teaching practice. [ABSTRACT FROM AUTHOR]

This paper By Ward et al. (Journal of Child Psychology and Psychiatry, 2019) in the issue of the JCPP, is an excellent example of preparing a new programme for parents with children at high risk of present and future behaviour problems. It was to be delivered in a very deprived population in a township in South Africa. We discuss the paper but also raise questions about developing new programmes when they are already successful programmes available and discuss whether it is time for programme developers to meet to discuss what works best and for whom. Read the full article at doi: 10.1111/jcpp.13129 [ABSTRACT FROM AUTHOR]

Between 1834 and 1853 the British colonial army fought three wars with the Xhosa peoples who resided on the eastern frontier of the Cape Colony of South Africa. Based on the published and unpublished diaries, journals, correspondence, and memoirs of British soldiers who served in these wars, this paper examines how these wartime experiences led to the creation of a military knowledge system of the Xhosa that stereotyped them as treacherous savages and merciless barbarians. Further, this essay argues that these stereotypes played a crucial role in the conquest of the Xhosa by justifying policies of dispossession and subjugation in the name of colonial security, and allowing British soldiers to conduct unlimited warfare against them. In this regard, the British military knowledge system of the Xhosa casts long shadows of violence and distrust over the history of South Africa. [ABSTRACT FROM AUTHOR]

Traditional rules of evidence deny the admissibility of data messages on the mere ground that it is digitised. The South African Electronic Communication and Transaction Act (ECT) was enacted to enable the courts to admit data messages. South African legislation in this regard has followed a similar approach taken by the United Kingdom, the United States, Canada and the Model law. The use of electronic documents as evidence in court initially posed a number of conceptual challenges to the traditional statutory and common law in South Africa. On a close reference to provisional sentence summons in civil courts, South Africa has not yet amended the rules of civil practice to accommodate modern technology, for example, electronic discovery. The success of provisional sentence summons as one of the civil procedures to recover a debt is highly dependent on the liquidity of a document. Clearly, the authors of the definition of a liquid document may not have anticipated the development of technology to the extent that the traditional paper can be replaced completely by the electronic document. This paper seeks to discuss the challenges that may be faced by the courts when determining the admissibility of e-mail communication for the purpose of granting provisional sentence in South African civil courts. The ECT Act excludes liquid documents such as cheques and promissory notes. Therefore the focus of the paper is to discuss whether the requirements of a liquid document for purpose of provisional sentence summons can be met through the use of an e-mail evidence and the challenging aspects in that regard. [ABSTRACT FROM AUTHOR]

This article addresses the issue of harm in the research process. While researchers seek to conduct research that minimises harm, this paper argues that approaches adopted often create new forms of harm. This proposition is examined through drawing on Bourdieu's ideas about symbolic violence and poststructural theories of identity, to critically reflect on three moments of harm that occurred in research on violence with groups of young people in South Africa and the UK. The paper traces ways in which the research topic, research relationship and dynamics of friendship groups produced physical, emotional and symbolic violence, and asks whether the research was itself an act of violation. Yet sometimes there is value in the conflicts that happen. Conflicts in the research setting may disrupt, destabilise and contest violence, and perhaps the most ethical research position may not be to try to eradicate harm, but to increase these destabilising moments. [ABSTRACT FROM AUTHOR]

In recent years, the extensive migration of South African teachers to the United Kingdom has become highly politicized. While research on this topic tends to address the issue in terms of 'push and pull factors' affecting individual decisions of educators to migrate, this paper will argue that this view is overly simplistic. As will be demonstrated, this individualistic perspective fails to address the power relations inherent in shaping this migration trend, and its undermining effects on South African efforts to reduce inequalities in education in the post-Apartheid era. Through an exploration of migration theory and the South African case of teacher emigration, this paper will argue that what is needed to address the issue is a more holistic understanding. Further, this paper will argue that what is also needed is the application of the various aspects of political and economic migration theory, and an understanding of the particular national and international contexts involved. [ABSTRACT FROM AUTHOR]

This paper discusses the utility of the term 'Britishness' in the context of the 'British World' conference series. It suggests reasons why the 'British world' idea as presently understood was relatively slow to emerge out of traditional nineteenth- and twentieth-century imperial and commonwealth history. Ranging over more than a century from the 1870s to the present, it surveys uses of the term 'British' in imperial historiography and draws most of its empirical evidence from the unusual case of South Africa. The paper eschews 'ethnic' or 'racial' definitions of Britishness and proposes instead a more capacious formulation capable of including elective, hyphenated forms of belonging. It suggests that there are advantages in thinking of the British Empire less in the possessive sense - the empire that belonged to Britain - and more in the adjectival mode as a mode of description capable of taking into account self-declared affinities and values. [ABSTRACT FROM AUTHOR]

The paper tries to explain how, 14 years into democracy, the poor have moved from being central to post-apartheid reconstruction to being depicted by political leaders as lacking moral fibre and depending on 'handouts'—from deserving to undeserving poor. This has occurred within the ruling African National Congress, even though sympathy for the poor remains constant outside of government. To do so, the paper starts in mid- and late-nineteenth-century England, where Victorian intellectuals and policy-makers grappled with the challenge of a growing urban proletariat and the emergence of what Disraeli described as 'two nations'—a recurrent theme of the ANC government under President Mbeki—and the two newly democratising countries grappled with the 'revolutionary threat and humanitarian disgrace' of poverty. The paper then analyses recent ANC discourse around the poor and anti-poverty interventions. The unresolved tensions within the ANC-led tripartite alliance, it is argued, are directly implicated in its failure adequately to conceptualise poverty, and 14 years into democracy, South Africa lacks an anti-poverty strategy, targets, or target groups. The paper ends by suggesting a method for identifying the 'ultra-poor', which is critical in place of the 'spray and pray' approach currently in use if poverty is substantially to be rolled back. [ABSTRACT FROM AUTHOR]

This paper examines the origin of the Public Lending Right and the UK Public Lending Right Act 1979. It analyses whether the public lending right (PLR) that exists in some European countries, Canada and Australia may form the basis of establishing a PLR in South Africa's public libraries following a debate by the Academic and Non-Fiction Authors Association of South Africa (ANFASA) as to whether South African libraries needs to lobby for a PLR. The paper discusses possible obstacles that may inhibit the implementation of a PLR in South Africa's public libraries. [ABSTRACT FROM AUTHOR]

This paper will examine the ways in which ‘textbook’ survey research methods need to be adapted and refined for research with forced migrants, and the ways in which cross-national contexts, as well as research within one national context with forced migrants from different communities, affect the utilization of survey methods. Linked to this, the ways in which survey design issues need to be sensitive to the diversity between and within countries and communities will be explored. The paper will draw on two surveys, one a UK national survey and the other a multi-sited comparative survey in the UK and South Africa, to explore access to forced migrants in different contexts and the appropriateness of different modes of data collection between and within countries and communities (e.g. paper self-completion, face-to-face interviews and web-based surveys). The impact of politics, language and literacy, gender, and immigration status, especially irregular and insecure statuses, will be examined. [ABSTRACT FROM AUTHOR]

This paper examines legislation concerning language policy and language choice in the UK and South Africa. In particular an account of the pressures and imperatives to which such policy development must respond is provided. The paper suggests that the comparison between South Africa and the UK is relevant and compelling, not least because both countries respond to an awareness of multilingualism and internationalism in both the schooling and higher education systems, though in different ways and with different effects. The paper explores the degree to which language policies may facilitate, but may also obstruct, language development and choice in HEIs in the UK and South Africa. [ABSTRACT FROM AUTHOR]

It is common to find final or near final year undergraduate Information Technology students undertaking a substantial development project; a project where the students have the opportunity to be fully involved in the analysis, design, and development of an information technology service or product. This involvement has been catalyzed and prepared for during their previous studies where the students have been told and shown how to develop similar systems. It is the belief that only through this 'real' project do they get the chance to experience something similar to what is expected of them when they embark on their chosen profession; that is, as an information technology professional. The high value of 'near real life' educational experience is recognized by many universities across the globe. The aim of this paper is to present examples from three countries - Australia, United Kingdom and South Africa, of the delivery of these team, capstone or industrial experience projects; their curricula and management processes. Academics from institutions in each of the countries share experiences, challenges and pitfalls encountered during the delivery of these information technology projects within their institutions. An overview of each institution's strategies is provided and highlights specific issues such as the selection of projects, allocation of teams to projects, legal requirements, assessment methods, challenges and benefits. The pedagogies presented here are not exhaustive; however, the three institutions do have in common the implementation of a combination of constructivism with a community of practice approach in delivering the project unit. The three universities recognize the need for industrial experience and learning of applied skills, and therefore make these projects a compulsory part of the curriculum. The projects tend to be real life business problems which are solved over a period of two semesters, and in the case of Cape Town it could be two consecutive years of two semesters each. These projects tend to involve practical development (for example databases and web sites). The process of project-to-team allocation is generally similar in all cases. Despite their differences, team work related problems are quite similar in all three cases presented, and seem to appear as a result of team work complexity, and the number of stakeholders involved. The intention of this paper is not to propose solutions to these problems (as these would be context dependent), but to draw the attention to the main problem categories for similar schemes, these are; • project selection, • management of students, • management of academic staff, • student team motivation, • equality and diversity, • passengers, and • assessment. Furthermore, it is not the intention of the authors to portray one approach as better than another, however, the approaches are representative of how team projects are being delivered across the globe, and in particular, in the contributing institutions. It is hoped that the assimilation and dissemination of information regarding the various approaches presented will nurture further discussion, and open communication across the globe with the view to enhancing the teaching and learning experience of such projects. [ABSTRACT FROM PUBLISHER]

In this position paper, we explore psychoanalytic and psycho-social interventions in communities. We start by looking at some of the historical developments in the United Kingdom of psychoanalytically informed professional practice and the way in which various strategies have developed for taking psychoanalysis into the community. We then go on to examine contemporary examples of this work in Bulgaria and South Africa, which the authors of this paper are involved in; these interweave with themes around HIV/AIDS, gender, masculinity, class and ethnicity. We conclude by offering some reflections about the relationship between psychoanalysis, practice and community intervention in which we ask a set of critical questions that we hope will stimulate debate.Psychoanalysis, Culture & Society (2006) 11, 199–216. doi:10.1057/palgrave.pcs.2100084 [ABSTRACT FROM AUTHOR]

This paper is based on research in progress focusing on the histories of mission hospitals in the rural communities of KwaZulu Natal, while also building on earlier research into the pluralism of medical systems within the South African Cape. Sources have been drawn from a range of historical documents, including medical and nursing journals, the archives of a number of medical missionary societies and of the Overseas Nursing Association, but the research has also been informed by oral histories of a broad cross-section of health professionals who practised in South Africa. A large literature search included a number of biographies and institutional histories. The paper will be divided into three parts--the first provides a brief background to colonialism and the early nursing history of South Africa; the second looks in more detail at the role played by missionary nurses in establishing nursing as a profession and providing training opportunities for African nurses. The final part contrasts missionary nursing with the supply of, and work done by nurses from the Overseas Nursing Association operating within their quite specific, colonial remit. This will show how the two contrasting professional spheres--one reflecting a fairly short-term commitment, the other, a much broader, 'vocational' involvement--may be seen to represent quite different colonial attitudes, and ultimately quite diverse outcomes. [ABSTRACT FROM AUTHOR]

Aims This study aimed to compare the findings of the quality of nursing doctoral education survey across seven countries and discuss the strategic directions for improving quality. Background No comparative evaluation of global quality of nursing doctoral education has been reported to date despite the rapid increase in the number of nursing doctoral programmes. Design A descriptive, cross-country, comparative design was employed. Methods Data were collected from 2007-2010 from nursing schools in seven countries: Australia, Japan, Korea, South Africa, Thailand, UK and USA. An online questionnaire was used to evaluate quality of nursing doctoral education except for Japan, where a paper version was used. Korea and South Africa used e-mails quality of nursing doctoral education was evaluated using four domains: Programme, Faculty (referring to academic staff), Resource and Evaluation. Descriptive statistics, correlational and ordinal logistic regression were employed. Results A total of 105 deans/schools, 414 faculty and 1149 students/graduates participated. The perceptions of faculty and students/graduates about the quality of nursing doctoral education across the seven countries were mostly favourable on all four domains. The faculty domain score had the largest estimated coefficient for relative importance. As the overall quality level of doctoral education rose from fair to good, the resource domain showed an increased effect. Conclusions Both faculty and students/graduates groups rated the overall quality of nursing doctoral education favourably. The faculty domain had the greatest importance for quality, followed by the programme domain. However, the importance of the resource domain gained significance as the overall quality of nursing doctoral education increased, indicating the needs for more attention to resources if the quality of nursing doctoral education is to improve. [ABSTRACT FROM AUTHOR]

The article discusses details relating to the Hydrogen Epoch of Reionization Array (HERA), a collaborative project built by research bodies from the U.S., Great Britain and South Africa in the Karoo Astronomy Reserve in Carnarvon, South Africa. Topics covered include the limited scientific understanding of the Dark Ages, the highlights of the Precision Array for Probing the Epoch of Reionization (PAPER) and Murchison Widefield Array (MWA) experiments, and details relating to HERA funding.

Objectives: Human trafficking is as complex human rights and public health issue. The issue of human trafficking for sexual exploitation at large global sporting events has proven to be elusive given the clandestine nature of the industry. This piece examines the issue from a public health perspective. Study Design: This is a literature review of the 'most comprehensive' studies published on the topic. Methods: A PubMed search was done using MeSH terms 'human traffickings' and 'sex trafficking' and 'human rights abuses'. Subheadings included 'statistics and numerical data', 'legislation and jurispudence', 'prevention and control', and 'therapy'. Only papers published in English were reviewed. Results: The search showed that very few well-designed empirical studies have been conducted on the topic and only one pertinent systematic review was identified. Findings show a high prevalence of physical violence among those trafficked compared to nontrafficked women. Sexually transmitted infections and HIV AIDS are prevalent and preventive care is virtually non-existent. Conclusion: Quantifying human trafficking for sexual exploitation at large global sporting events has proven to be elusive given the clandestine nature of the industry. This is not to say that human trafficking for sex as well as forced sexual exploitation does not occur. It almost certainly exists, but to what extent is the big question. It is a hidden problem on a global scale in plain view with tremendous public health implications. [ABSTRACT FROM AUTHOR]

The paper adds to extant professional education literature by reflecting on apparent differences in pedagogy of similar professional programmes of study, allowing deeper insight into the unique strand of higher education influenced by the professions. A comparative international case study approach is adopted of an interpretive qualitative nature regarding curricular, teaching and learning and assessment strategies of an accounting department in South Africa (SA) and one in the UK. Findings point to significant differences in curriculum and assessment but less so in teaching and learning approaches. One department endeavoured to find a balance between vocational and academic activities, whilst the other favoured the former being inconsistent with both its governmental and institutional governing bodies. Explanations offered include differing strengths of coercive, competitive, mimetic and normative influence [ABSTRACT FROM AUTHOR]

In this paper we will provide a preliminary overview of the Chinese diaspora in South Africa, with particular focus on non-metropolitan, rural contexts.The migrations of the nineteenth, twentieth and twenty-first centuries have produced a complex array of Chinese communities around the world. While we know a fair amount about the Chinese diasporas in the United States, United Kingdom, Canada, Australia and also diasporic communities within Asia, Africa's Chinese community remains a vastly understudied aspect of this larger Chinese diaspora (Ma & Cartier, 2003). Yet there have been long-standing ties between Africa and China, going back to the fifteenth century, and presently China is one of Africa's biggest trade partners and investors (Rotberg, 2008). [ABSTRACT FROM AUTHOR]

In the South African War and its aftermath, wounded combatants and interned Boer civilians were the subjects of extensive transnational relief efforts. Focusing on the aid proffered by the British Red Cross Society, the pro-imperialist Victoria League and the rival Boer Home Industries scheme, this paper explores how gifts of time and material were invested with competing hopes and aspirations for Britain's role in South Africa. In this context food and hand-made textiles represented more than mere commodities. It also meant that, though expressing genuine sympathy and concern, benefactors did not share a ‘humanitarian’ ideal. These gifts brought undoubted comfort and saved life. They also provided new imaginative vistas on empire and war, and galvanised domestic political networks. But the implication of these numerous benevolent impositions was a lack of co-ordination and the privileging of relief workers’ ethical commitments with little thought as to how these gifts would be received. [ABSTRACT FROM PUBLISHER]

This paper considers epistemology in economics, looking at the ways in which theory, observation and measurement are combined. Agricultural economics is a policy science and so scientific research programmes operate simultaneously with political action programmes. Taking policy positions and advising government makes scientific detachment impossible. With this as background progress in production economics is considered, especially regarding technology, productivity and the returns to R&D. The position taken is that progress has been considerable and we can by now measure technological progress and show how it is generated by agricultural R&D. Almost all the studies show that this is an investment with a high rate of return. The main point of the study is that almost all the agricultural economics research that has made this possible was conducted in the USA, where the theory and data were in place when needed to convince the politicians that public funding should be maintained at adequate levels. The payoff is that agricultural productivity has grown monotonically in the USA. The UK case shows the costs of our profession failing to mount an effective political action programme in the area at time of Mrs Thatcher's cuts in the early 1980s. The result was about sixteen years of negative productivity growth. This should act as a warning for South Africa, which is pretty clearly cutting R&D and following the UK productivity path. These failures are so costly, it is odd that only USA seems to have the knowledge and funding required for steady productivity growth. [ABSTRACT FROM PUBLISHER]

Harnessing international support for the struggle against apartheid was a major aspect of international solidarity work, and publicising the atrocities of apartheid and the role of the liberation movements in combating apartheid was therefore a campaign priority. The British Anti-Apartheid Movement (AAM) emphasised informing the British public about developments in South Africa as one of its core functions. In this article one aspect of this activity - namely the AAM's own publication, The Anti-Apartheid News - is analysed. A survey of the paper illustrates how the AAM used it to inform the British public about both apartheid and the African National Congress's (ANC) history and ideology. Through the newspaper the AAM was able to increase international solidarity with and support for the ANC. The article argues that the AAM therefore played a pivotal role in popularising the ANC and helping to establish its reputation internationally as the authentic representative of the people of South Africa. [ABSTRACT FROM AUTHOR]

Experience indicates that the questioning and democratic nature of the community of enquiry can be demanding and unsettling for teachers, presenting unaccustomed challenges and moral dilemmas. This paper argues that such significant episodes in the practice of Philosophical with Children (PwC) offer rich opportunities for wider critical reflection on epistemological and pedagogical questions for teacher education and continuing professional development. We illustrate the nature of this ongoing work through noticing and focusing on critical incidents drawn from our lived experience of PwC with learners, students, teachers and fellow practitioners in the UK and in South Africa, identifying common themes and offering an account of their origins. The article proposes a way of developing and refining educational practice through a grounded and collaborative practitioner action research orientation, investigating common themes that emerge from significant events in practice and mirroring the process of PwC itself. We conclude that the recurrent themes we identify show the value of PwC in opening up a transformative critical space in teacher education that disrupts prevalent epistemological frameworks and suggest that a deconstruction of the role of the educator, and the epistemological shift it provokes, is the hub of the project of bringing philosophy into schools and universities, and into the professional development of PwC teacher educators. [ABSTRACT FROM AUTHOR]

The first British occupation of the Cape, 1795-1803, involved a military invasion that overthrew the erstwhile Dutch East India Company and set about erecting a new colonial political order. Reflecting the socio-political upheaval that ensued, unique archival documents suggest how colonial law provided procedures, an argot, and punishment practices that generated and sustained lasting images of sovereignty in context. In efforts to grasp the complex symbiotic alliances that enabled Cape colonial sovereignty and law to surface, this paper examines several texts that highlight the interactions through which colonial law declared, enforced, and summoned a colonial politics of sovereign power. In turn, this sovereignty politics yielded ethical images of justice and justifications for punishment that persist, even if in altered form, through postcolonial horizons. Understanding that colonial legacy could, therefore, be deeply consequential for continuing ethical debates about the justice of sovereigns, laws and punishments through which governance is nowadays calculated. [ABSTRACT FROM AUTHOR]

This paper provides CORE-OM intake norms for a South African university counselling service, and compares these to the United Kingdom counselling service data reported by Connell, Barkham and Mellor-Clark (2007). The South African norms are very similar to the United Kingdom norms, with no statistical differences in the total or domain scores. There were, however, statistically significant differences in the South African data between black and white clients: black clients report higher total, life functioning and risk scores, indicating greater levels of distress. Black clients are also more likely to present with intake scores above the severe clinical cut-off point, and more likely to report suicidal ideation. It is argued that these differences are the result of the persistent inequalities entrenched during apartheid. [ABSTRACT FROM AUTHOR]

Recent studies have begun to sketch the history of the Anti-Apartheid Movement in Britain, providing a convincing framework for understanding the transnational nature of the movement and its significance within the emergence of a global civil society. This article expands upon this work by exploring aspects of the ideological and the moral framework around which anti-apartheid sentiment began to crystallise in Britain in the late 1950s. Drawing on archival material from Church archives in both Britain and South Africa, as well as the expansive papers of the Africa Bureau, it focuses upon the activities of the well-known 'turbulent priests' who pioneered the campaign against apartheid in Britain: Michael Scott, Trevor Huddleston and Canon John Collins. It considers their status as the heirs of nineteenth-century humanitarianism before sketching the development of a Christian critique of South African racial policies during the 1930s and 1940s. The article then outlines the emergence of Michael Scott as a pioneer of anti-apartheid protest in the late 1940s, and his role in the parallel development of an international critique of South African policy and an embryonic language of human rights. In the early part of the 1950s, anti-apartheid protest evolved within the small and fissiparous British anti-colonial lobby, as its most vocal proponents began increasingly to articulate protest against apartheid in terms of solidarity with African political aspirations. The final section of the article describes how key ideological and strategic features of anti-apartheid protest were firmly established by the end of the 1950s. [ABSTRACT FROM AUTHOR]

Abstract: Raw material properties and availability have always been considered as having a definitive impact on the morphology, size and production technology of Acheulian large cutting tools. Shape and size of the naturally available raw material blocks have been cited as key factors in determining Acheulian biface blank production technology as well as tool morphological variability. In other words, where large blocks of raw material were available (Africa), large flakes were produced, and where only smaller cobbles and nodules were to be found (Europe), they become the primary type of blank used. In this paper, I explore a large body of data collected from Acheulian sites from India to Morocco and from South Africa to England to test this common premise. Different raw material exploitation patterns as reflected in the bifacial tools in the various assemblages are described and analyzed. The results indicate that in large flake based Acheulian assemblages, raw material constraints did not significantly affect either the blank production process or large cutting tool shape and size variability. The Acheulian large cutting toolmakers used the rock types available in the vicinity of their site in a sophisticated reduction sequence aimed to produce large cutting tools that are surprisingly similar regardless of the original shape, size and type of raw material from which they were produced. [Copyright &y& Elsevier]

Ideologies of education and of teaching are complex and layered, and they contain macro-social, institutional as well as micro-ideological levels. Building on cases from the UK and South Africa, this paper argues that notions of ‘professionalism’ among teachers display such ideological layering, and that such notions are heavily invested with interests that transcend the operational or institutional scales. In the case of the UK, we discuss the way in which a teacher described her experience of taking a degree course, exposing a rift between individual, experiential knowledge and institutional, organisational knowledge, characteristic of the large-scale transformations of the educational field in the UK. In the South African case, we show how a white teacher instructing black township children deploys images of the disciplined body that derive from the Apartheid ‘old order’. In both cases we see that views of professionalism are infused with micro-ideological, practical beliefs as well as with macro-ideological social and political views. In terms of the implications of our line of argument for teacher education we conclude that student teachers should be taught explicitly about the discourses by which teaching is constructed so that they are able to reflect more critically on their professional practice. [Copyright &y& Elsevier]

Dual sector universities (or duals) are a growing international phenomenon that cut across the divide that typically exists in post-secondary education. Duals combine ‘further’ and ‘higher’ education within a single institution providing enhanced opportunities for student transition between post-secondary sectors. This paper reports the results of an international survey of duals in Australia, Canada, New Zealand, South Africa and the UK. The results indicate that duals operate divergent operational models in managing the structural challenges of cross-sector education characterised as unitary and binary. Many duals contend that state and provincial government regulation militates against the integration of structures, processes and human resources within a dual sector context. [ABSTRACT FROM AUTHOR]

An ideal form of multicultural education is one that not only recognizes and acknowledges diversity, practices tolerance and respect of human rights, but works to liberate cultures that have been subjugated. Such an education would go beyond being “nice to those less fortunate” to working to promote equality of cultural trade. For what it is worth, pre-1994 multicultural education in South Africa did recognize diversity, but it was diversity as a strategy for containment. It was of a variety that was exclusionary in nature and constituted a cruel inscription of those colonized “Others” into the mainstream. From here, international experiences of multicultural education do not offer much inspiration. Multicultural education in the US, Canada, UK, and Australia is driven and fuelled in large part by an assimilationist agenda that denies authenticity to the marginalized cultures. In the South African situation, the Constitution, which is hinged on ten powerful principles, seeks to promote tolerance and respect for all cultures and to promote common values across the rainbow nation of South Africa. However, there is no attempt at this point to valorize the content of the culture of the different groups. This paper argues that silence is also policy. South Africa should therefore work towards a deeper and proactive diagnosis of the content of the culture of its diverse peoples and find spaces for dialogue based on equity within the education system. In order to do this, deeper analysis of the forms of cultural violence, their alibis, etc. that characterized the apartheid system, but which is now couched as mainstream, needs to be undertaken. In this regard, emerging perspectives from the South African History Project and the Indigenous Knowledge Systems movement, (especially its message of transcendence and cultural healing) need to be considered. [ABSTRACT FROM AUTHOR]

Clinical trials for the treatment of schizophrenia now often include cognitive assessments in addition to clinical ratings of symptoms. Recently, these trials have included cross-national assessments. It is not clear if translated psychological tests produce consistent results across different languages. This paper presents the results of a study of the comparability of the results of cognitive assessments in different English-speaking countries and a number of countries where tests were translated into other languages. Performance on tests of executive functioning, verbal and visuo-spatial learning and memory, language skills, psychomotor speed, and vigilance was compared across the first episode patients with schizophrenia (n=301) assessed in six different languages (English, French, Finnish, German, Hebrew, and Afrikaans), including two different countries where patients were assessed in English and other languages: Canada (French) and South Africa (Afrikaans). The variance in performance across the sites tested in English was as large as the variance between English and non-English speakers when all tests were considered. Performance differences across English and other languages were found only for executive functions, vigilance, and psychomotor speed, with executive functioning differences nonsignificant when education was considered. No differences were found between English and non-English speakers in Canada. These results suggest that the translation of tests of memory and verbal skills can lead to consistent results across translated versions of the tests. Differences between countries were greater than differences between languages, suggesting the need to consider representativeness of patient samples in terms of local educational attainment. In general, these data support the validity of cross-national neuropsychological assessments. [Copyright &y& Elsevier]

Britain, South Africa and Russia all have national policies that acknowledge that higher education should play a role in the development of democracy. This paper reports how a group of teaching staff in British, South African and Russian universities view the relationships between their teaching and their understandings of its democratic purposes. There are some common ways in which the relationship between teaching and democracy is understood. These point towards a concern for greater equality between teachers and learners. There is also a widely held view that globalisation may impact in ways which are counter to lecturers' educational and democratic purposes. However, the different cultures and histories of the countries heavily influence such understandings. The study suggests that professional development of university teachers might pay more attention to the democratic purposes of higher education. [ABSTRACT FROM AUTHOR]

The article provides information of some historical events relating to science development in South Africa. It states the successful intensive research of stock diseases by Dr. Arnold Theiler publishing to about 55 papers among 1903 and 1908, and resulted to funding of £80,000 for building a larger facility on its continuation of further research. It also notes the grant given by King Edward VIII of Great Britain to the South African Philosophical Society on January 1908 after several years of being inactive, as well as mentions the publications of various journal which contributed to the field of research. However, as a result of continuing economic depression of its country, employment in the academic field was forced to cut to about ten percent in the same year of 1908.