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The contamination of paper products by various chemicals has been reported on a global level, but to date, no published research has investigated pharmaceutical contamination of paper-based products. In this study, pharmaceutical analysis was conducted on 42 samples collected from various points of the recycled paper value chain in Cape Town, South Africa, which included the various grades that may be included in the manufacturing of recycled paperboard. The analysis was achieved by ultrasonic-assisted extraction of paper samples before detection by UHPLC-Q Orbitrap. Quantification limits ranged from 1.15 pg/g for ketoprofen to 46.07 pg/g for methocarbamol. Pharmaceuticals identified in newspaper samples were dexamethasone, ketoprofen, and 17β-estradiol. The latter was also detected in paper shopping bags (up to 697.49 ng/g), infant bathtub packaging (280.62 ng/g), battery packaging (137.43 ng/g), and an egg carton (170.47 ng/g). Carbamazepine was also prominent with its concentration reaching 13.02 ng/g in a vegetable box. Suspect screening tentatively identified 14 additional pharmaceuticals in paper samples, with minocycline, prazepam, and anabolic steroids appearing more prominently. This pioneering study indicated that unintentional pharmaceutical exposure had expanded beyond environmental media to consumer products., Competing Interests: Declaration of Competing Interest The authors declare the following financial interests/personal relationships which may be considered as potential competing interests: Nondumiso Mofokeng reports funding was provided by Mpact Operations Pty (Ltd). All other authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 Elsevier B.V. All rights reserved.)

South Africa participated in the electronic version of the Progress in International Reading Literacy Study (ePIRLS) in 2016 but faced many challenges during implementation. Accurate databases on information and communication technologies (ICT) capacity of schools were not available for sampling in Gauteng, many schools had old and/or non-functional hardware and half of the schools had not used their computer laboratories in the last 3 years. Consequently, South Africa was excluded from the international report as the study requirements could not be met. In this paper we examine the implications of the problems experienced in the ePIRLS multiple case study, conducted in 9 schools (n = 277) in Gauteng. Multilevel models were built using data from the nationally representative Grade 4 Progress in International Reading Literacy Study (PIRLS) data from 2011 (n = 15,744) and 2016 (n = 12,810). In the 2016 national study, principals and teachers reported fewer computers and libraries being available for learners than were reported in 2011. Computers and paper-based libraries being available were not significant predictors of reading literacy. Instead, the medium of instruction in the Foundation Phase, school location, gender, and socioeconomic composition of the school predicted reading literacy achievement. The ePIRLS results show no significant difference between paper-based and online reading. While issues of poverty, gender inequality, and historical disadvantage persist, Grade 4 learners may lack adequate opportunities to acquire paper and digital reading skills. We conclude that the most disadvantaged learners have increasingly insufficient opportunities and resources available to attain basic reading skills and this will have negative long-term consequences for South Africa's educational sector and economy.

Using a qualitative historical research approach, this paper examines the contextual influences, including the formulation motive and their possible impact on policy implementation, of the South African (SA) e-Education White Paper 7 (WP7). A critical discourse analysis (CDA) was conducted on the policy and data was collected through semi-structured interviews (SSI) with purposefully selected participants. Findings of the study reveal tacit contradictions and tensions depicting a policy in contradiction with itself, carrying the hallmark of a symbolic policy. That is, a policy characterised by lack of direction, contradictions in its motive of formulation, no dedicated resources for its implementation, distorted communication resulting from the validity tests, and lack of "material consequences" (Rivzi and Lingard, 2009, p.8). The circumstantial context (socioeconomic and political) of its formulation, dictated to by the prescripts of the negotiated political settlement (NPS), that ushered in the new democratic South Africa (SA), is found to have taken precedence. It further overshadowed critical analysis on the educational needs, which would have informed a better strategic integration of Information and Communication Technology (ICTs) in education. The circumstantial context resulted in a lack of a common goal between policy actors and interest groups. This, to the extent that the former thought of capitalising on the donations of the latter for their own political interests, while the latter saw in the formulation of such policy a way of imposing Government spending in favour of their businesses. These circumstances may have contributed to the policy's failure to reach its set textual objectives and goal by 2013.

This article focuses on the dilemmas science educators face when having to introduce Pedagogical Content Knowledge (PCK) to science student teachers in a predominantly paper-based distance learning environment. It draws on the premise that science education is bound by the Nature of Science (NOS), and by the Nature of Scientific Inquiry (NOSI). Furthermore, science educators' own PCK, and the limitations of a predominantly paper-based distance education (DE) model of delivery are challenges that they have to face when introducing PCK and authentic inquiry-based learning experiences. It deprives them and their students from optimal engagement in a science-oriented community of practice, and leaves little opportunity to establish flourishing communities of inquiry. This study carried out a contextual analysis of the tutorial material to assess the PCK that the student teachers had been exposed to. This comprised the ideas of a community of inquiry, a community of science, the conceptualization of PCK, scientific inquiry, and the 5E Instructional Model of the Biological Sciences Curriculum Study. The analysis confirmed that the lecturers had a good understanding of NOS, NOSI and science process skills, but found it difficult to design interventions to optimize the PCK development of students through communities of inquiry. Paper-based tutorials are ideal to share theory, policies and practices, but fail to monitor the engagement of learners in communities of inquiry. The article concludes with a number of suggestions to address the apparent lack of impact power of the paper-based mode of delivery, specifically in relation to inquiry-based teaching and learning (IBTL).

This paper focuses on the opportunities and challenges associated with the use of artificial intelligence (AI) in academic library operations. In the quest to render fast, effective and efficient services, academic libraries have adopted different technologies in the past. Artificial intelligence technologies is the latest among the technologies currently being introduced in libraries. The technology which is considered an intelligent system, come in the form of robots and expert systems which have natural language processing, machine learning and pattern recognition capabilities. This paper examined the features of AI, the application of AI to library operations, examples of academic libraries with AI technologies in Sub-Saharan Africa, the need for AI in libraries and the challenges associated with the adoption of AI in libraries. The study concluded that AI holds a lot of prospects for the improvement of information services delivery in African academic libraries. Consequently, its adoption is a sinequanon to delivering robust library services in the Fourth Industrial Revolution (4IR).

Interrogating the White Paper 3 of 1997 which upholds academic freedom, institutional autonomy and public accountability, I make the case for justice through higher education using public accountability. I argue that the higher education system in South Africa is capable of fulfilling such a role in the context of extreme injustices but not without a critical engagement of the extent and causes of these injustices and an understanding of their implications for academic curricula, practices and deeply embedded conceptions of knowledge. A redefinition of higher education institutions' public accountability in terms of responsibility to their 'institutional locale' or community (the populations whose needs they should be meeting) can be an effective 'proactive tool' with which higher education can redress social injustices. This requires an interrogation of the social, political and economic conditions of possibility that either inhibit or aid educational desire and attainment. An investigation of this nature entails a rigorous reappraisal of all three of the key principles within which higher education systems operate--academic freedom, institutional autonomy and public accountability--if they are to guard against the continued perpetuation of epistemic and social injustices.

This paper explores the extent to which latest developments in the Technical and Vocational Education and Training System in South Africa respond to key principles espoused for a developmental, democratic and inclusionary ideal. The White Paper for post school education and training approved by Cabinet in November, 2013 is referred to by the Minister as the "definitive statement of the governments vision for the post school system" and as such represents a crucial strategy document intended to chart the TVET direction to 2030. Using key theoretical constructs from development theory, this paper provides an assessment of the TVET strategy contained is the paper and explores the extent to which it does respond to the agenda defined by the promise. It is argued that the challenges outlined are not yet able to provide the blueprint for a TVET transformative vision. It is concluded that while the development rhetoric contained in the paper is plausible, the creative tinkering of the system is unlikely to lead to the radical revisioning necessary for a truly transformative TVET system. The underlying assumptions regarding purpose, impact and outcome will need to be carefully reconsidered if the system is to be responsive to the promises of the democratic developmental ideal to which the government is committed.

This paper explores the extent to which latest developments in the Technical and Vocational Education and Training System in South Africa respond to key principles espoused for a developmental, democratic and inclusionary ideal. The White Paper for post school education and training (DHET, 2013) approved by Cabinet in November, 2013 is referred to by the Minister as the "definitive statement of the governments vision for the post school system" (DHET, 2013, p.4) and as such represents a crucial strategy document intended to chart the TVET direction to 2030. Using key theoretical constructs from development theory, this paper provides an assessment of the TVET strategy contained is the paper and explores the extent to which it does respond to the agenda defined by the promise. It is argued that the challenges outlined are not yet able to provide the blueprint for a TVET transformative vision. It is concluded that while the development rhetoric contained in the paper is plausible, the creative tinkering of the system is unlikely to lead to the radical revisioning necessary for a truly transformative TVET system. The underlying assumptions regarding purpose, impact and outcome will need to be carefully reconsidered if the system is to be responsive to the promises of the democratic developmental ideal to which the government is committed.

In this article we argue that in South Africa the current format of legitimised participation and practice in the examination papers for Mathematical Literacy restricts successful apprenticeship in the discipline of scientific mathematics and limits empowered preparation for real-world functioning. The currency of the subject, then, is brought into question. We further argue that the positioning of the subject as a compulsory alternative to Mathematics and the differential distribution of these two subjects to differing groups of learners facilitates the (re)production and sustainment of educational disadvantage. We draw on Dowling's theoretical constructs of differing domains of mathematical practice and positions and focus analysis on a collection of nationally set exemplar Grade 12 examination papers to identify legitimised forms of participation in the subject. We conclude by arguing for a reconceptualised structure of knowledge and participation in Mathematical Literacy and make preliminary recommendations in this regard.

University education has been massified in South Africa and this has disrupted conventions and practices of assessment. Universities are perceived as promoting complex achievements and complex skills through rigorous curriculum specifications and assessment instruments. Due to experiences in high school and the novelty of university education, students have begun to enquire about the "scope of the paper." This enquiry has tended to destabilise the reliability of assessments and judgments in universities in South Africa. Grades and symbols certified by some universities have become both indeterminate and ambiguous. A qualitative, quantitative design was adopted to identify and interrogate university research participants' views on experiences about examinations at university level. In the process, the meanings that first-year degree-level test-takers ascribed to the concept of "the scope of the paper" were unpacked. It was determined which aspects of the test scope students had studied in order to prepare for tests. Inferences were made about the concepts that the students marginalised because they were perceived to be "out of the scope" of the examination. A holistic and broad educational experience for university students is recommended in spite of the daunting numbers enrolled in certain university courses.

Recently, electronic books (e-books) have become prevalent amongst the general population, as well as students, owing to their advantages over traditional books. In South Africa, a number of schools have integrated tablets into the classroom with the promise of replacing traditional books. In order to realise the potential of e-books and their associated devices within an academic context, where reading speed and comprehension are critical for academic performance and personal growth, the effectiveness of reading from a tablet screen should be evaluated. To achieve this objective, a quasi-experimental within subjects design was employed in order to compare the reading speed and comprehension performance of 68 students. The results of this study indicate the majority of participants read faster on an iPad, which is in contrast to previous studies that have found reading from tablets to be slower. It was also found that comprehension scores did not differ significantly between the two media. For students, these results provide evidence that tablets and e-books are suitable tools for reading and learning, and therefore, can be used for academic work. For educators, e-books can be introduced without concern that reading performance and comprehension will be hindered.

Critical thinking and problem solving skills are included in the IS curriculum as foundational skills. IS education researchers recognize the importance of these skills for future IS practitioners given the complexity of the technology based society and economy of the future. However, there is limited work on how these skills are best taught in IS. This research reports on a course focusing on the explicit development of critical thinking and problem solving skills of first-year IS students at the University of Pretoria. The critical thinking part of the course focuses on the analysis, evaluation of, and response to arguments. Class discussions and assessments are based on local, authentic arguments. In the problem solving skills component of the course, students are taught to understand the nature of a problem and to classify it as belonging to one of three categories: puzzles, problems, and messes. For each category, appropriate problem solving approaches are suggested and practiced. To illustrate the role of design and creativity in problem solving, students have to create an artefact using the Maker Space of the university. They have to apply the five phases of design thinking as suggested by the Stanford d.school design thinking approach. The course has been presented since 2016, and feedback is collected from students annually. Based on a feedback questionnaire that the students complete at the end of each course, we have reason to believe that they find the course valuable and consider those skills to be applicable to other courses as well as elsewhere in their lives. They also point out the value it holds for their future as IS practitioners. As part of our ongoing research, we are investigating ways to develop a critical disposition amongst students, an important component of critical thinking.

Schools in the rural context of Limpopo Province, South Africa have a plethora of challenges, which have a negative impact on learner achievement. This paper argues that for schools to triumph over the obstacles, effective school leaders are necessary. Such leaders must define and communicate a clear vision and mission and work with stakeholders to achieve them. With these assumptions, this paper explores how members of the school management team (SMT) of a rural school in the Limpopo Province define and communicate their school's vision and mission. Through the qualitative research method underpinned by the interpretive paradigm, a case research design was adopted and a single high school sampled to participate. Data were generated from semi-structured interviews with seven SMT members, a focus-group discussion with six teachers, and an observation of the research site. The findings revealed that most participants could not articulate the school's vision and mission. In addition, stakeholders were not involved in the processes of defining the vision and mission and communication methods in this regard were also ineffective. Lastly, the SMT viewed the vision and mission as fixed and did not review them. Based on these findings, I conclude that SMT members must understand that the vision and mission could serve more than a visual purpose when designed as guiding principles to direct smaller objectives within the organisation.

This paper discusses the contributions to this special issue in the context of the African Renaissance and the subsequent need to re-define educational development from a multilingual, multicultural and pan-African perspective. Each contribution offers a different angle to the discussion: a critique of Arabization in Morocco, with questions about whether a new medium of instruction policy will prioritize people's own languages or French; an analysis of urban attitudes in Angola toward a new education policy providing for six mother tongues to be used in lower primary; a description of the challenges for stakeholders in the Seychelles to recognize that Seselwa, a creole, can be an acceptable medium of instruction; and an assessment of the opportunities and limitations in South Africa of classroom trans-languaging between African languages and English. A stronger voice needs to emerge on behalf of African languages and ways of knowing.

Fragmented connectivity in South Africa is the dominant barrier for digitising initiatives. New insights surfaced when a university-based nursing programme introduced tablets within a supportive network learning environment. A qualitative, explorative design investigated adult nurses' experiences of the realities when moving from paper-based learning towards using tablets within a blended learning environment. Purposive sampling was applied. 45 (N) participants were included, each receiving a preloaded tablet (15 running on iOS, 15 on Android 4.2.2 Jelly Bean and 15 on Windows® 8 operating systems), being WiFi-dependent, integrated into a supportive learning network. Participants completed eleven compulsory Internet-based activities. Three reflective focus groups with 18 (n) participants concluded the project. Through self-empowerment and supportive environment, students adopted seamlessly, overcame network and resource-related challenges. Valuable lessons were learned within the digital divide, integrate tablets into distance learning from a resilient and pragmatic approach.

Purpose: The purpose of this paper is to bring to light the present civil and criminal asset forfeiture procedures within the South African context and to make suggestions for reform thereof. While there exists and is a need for constant change and reform of the law to ensure that it remains transparent, up-to-date and applicable to all means through which economic crime can be committed, South Africa lacks the necessary resources and attitudes to accomplish this essential goal. Design/methodology/approach: The approach used in this paper is purely qualitative using journal articles, textbooks, reports, periodicals, speeches and legislation as its basis. It is through a consolidation of this literature that this paper was formed. Findings: While South Africa's present system of asset forfeiture is producing some impressive results, the process still has vast room for improvement. There are key areas which this paper outlines for reform. However, the probability of improvement is relatively low owing to the levels of corruption, illicit activities and attitudes of mistrust within the South African society at large. Originality/value: The concept of asset forfeiture is not new to any international jurisdiction, let alone South Africa itself. However, this paper aims to give insight into the specific South African experience of this procedure and how it can possibly be improved within the specific context. [ABSTRACT FROM AUTHOR]

The purpose of this position paper by the South African Academy of Family Physicians (SAAFPs) is to inform decision making on human resources for health policy in South Africa and the placement of family physicians (FPs) in the district health system. National policies have been marred by misunderstanding of the roles and contribution of FPs; and there is unhelpful variability in how FPs are positioned in the health services between provinces. In the private sector, medical aid schemes have discriminated against FPs by failing to remunerate them as specialists and to recognise their scope of practice. [ABSTRACT FROM AUTHOR]

Background: South Africa is reporting higher rates of adolescent pregnancy as compared to other countries. There are different types of interventions that are in place to address teenage pregnancy. However, these interventions were developed using top-down strategy without the inclusion of different stakeholders and adolescents which makes it hard to implement those interventions particularly in countries like South Africa. Hence, this study aimed to develop strategies to enhance sexual health education for prevention of teenage pregnancy in Vhembe District, Limpopo Province of South Africa., Methods: The research design of this study will be Co-operative Inquiry.The study will take place in Vhembe District in Limpopo province of South Africa through collaborating with a Non-governmental Organisation (NGO). The study population will be the teenagers and all the different stakeholders caring for teenagers in their areas of specialization. Purposive sampling will be used to sample the targeted participants of the study. The data collection method will be done in phases and focus group discussions will be used to collect data. Content analysis will be used to analyse data., Discussion: This study will add to the body of knowledge regarding the strategies that maybe used to enhance sexual health education for prevention of teenage pregnancy., (© 2023. BioMed Central Ltd., part of Springer Nature.)

South Africa is rapidly obliterating its cultural resources and indigenous values. Particularly, this is the case in rural South Africa where manifestations of socio-economic declensions are evident. However, a number of the policies that are meant to enhance rural development lack a cohesive strategy that is based on culture-based theoretical frameworks. The paper argues that the conspicuous disregard to address rural development and its concomitant socio-economic challenges in the Revised White Paper on Arts, Culture, and Heritage, 2017, by the Department of Arts and Culture (DAC), now (DSAC); poses a great threat to sustainable rural development [ABSTRACT FROM AUTHOR]

South Africa participated in the electronic version of the Progress in International Reading Literacy Study (ePIRLS) in 2016 but faced many challenges during implementation. Accurate databases on information and communication technologies (ICT) capacity of schools were not available for sampling in Gauteng, many schools had old and/or non-functional hardware and half of the schools had not used their computer laboratories in the last 3 years. Consequently, South Africa was excluded from the international report as the study requirements could not be met. In this paper we examine the implications of the problems experienced in the ePIRLS multiple case study, conducted in 9 schools (n = 277) in Gauteng. Multilevel models were built using data from the nationally representative Grade 4 Progress in International Reading Literacy Study (PIRLS) data from 2011 (n = 15,744) and 2016 (n = 12,810). In the 2016 national study, principals and teachers reported fewer computers and libraries being available for learners than were reported in 2011. Computers and paper-based libraries being available were not significant predictors of reading literacy. Instead, the medium of instruction in the Foundation Phase, school location, gender, and socioeconomic composition of the school predicted reading literacy achievement. The ePIRLS results show no significant difference between paper-based and online reading. While issues of poverty, gender inequality, and historical disadvantage persist, Grade 4 learners may lack adequate opportunities to acquire paper and digital reading skills. We conclude that the most disadvantaged learners have increasingly insufficient opportunities and resources available to attain basic reading skills and this will have negative long-term consequences for South Africa's educational sector and economy. [ABSTRACT FROM AUTHOR]

With increased pressure to publish, academics are pursuing creative ways to achieve enhanced research outputs. One such process is the publication-based thesis (PBT) for both masters and PhD candidates, rather than monographs. While this process is not novel in the sciences, it has not been widely applied by economic and management schools, particularly in South Africa. Despite the apparently limited institutional guidelines and policies, some academics have pursued an article-based thesis writing process. Doing so has several consequences of special interest for supervisors and candidates. This research set out to identify the impediments to the PBT process, so as to guide future consideration by academics. This is an auto-ethnographic study by one senior academic with experience in both masters and PhD supervision, who has embarked on the PBT process purposively, and reflects on a deliberate choice to change from standard monograph thesis writing to the PBT approach. Member-checking interviews with 12 senior academics in management sciences (some supporting and others not supporting PBT) to some extent validated the generalizability of the liabilities expressed here as concerns. I conclude with a conceptual framework containing the experienced and envisaged realities of PBT writing. The aim of the framework is to assist and warn newcomers to the process with guidelines for considering the associated impediments. Five main liabilities that may "bind" progress, covering 13 antecedents to consider, were identified. The findings led to improved understanding by contextualizing the issues underlying the PBT supervision process, giving structure and meaning to possible solutions to overcoming the liabilities.

In this paper, following some brief introductory remarks, I provide a context to this Symposium by presenting a brief autobiographical account explaining how I became involved in curriculum theory and the idea of a knowledge-led curriculum and how I was led to write the paper under discussion. I then make brief comments on each of the six papers individually, concluding with some thoughts about the implications of the collection of papers as a whole for the future of curriculum theory.

Pulp and paper mill sludge is a waste stream derived from the pulp and paper making industry, comprised of organic and inorganic material in the form of cellulose, hemicellulose, lignin and ash. In South Africa, approximately fivefour hundred thousand wet tonnes are produced per annum and is currently disposed via landfilling or incineration. However, these disposal methods raise environmental and financial concerns. This waste stream is an attractive feedstock for fermentable sugars, mainly glucose, recovery and can be redirected for valorisation as a feedstock for microbial fermentation to produce value-added products. Sugar recovery by enzymatic hydrolysis, as opposed to acidic hydrolysis, is a promising approach but is hampered by the lignin and inorganic material found in pulp and paper mill sludge. Several treatment steps to reduce or remove these components prior to enzymatic hydrolysis are assessed in this review. Pretreatment improves hydrolysis of cellulosic fibres and ensures a substantial yield of sugars., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2020 Elsevier Ltd. All rights reserved.)

Lecture Notes in Computer Science (LNCS) is a globally recognised publication outlet for the field of Computer Science, including in South Africa. In this study, spanning from 1973 to 2022, we investigated the research participation of South African based authors in LNCS. The publication output and citation impact of these authors were compared to the global Computer Science and LNCS output. The authorship patterns and collaborative behaviour of South African LNCS papers were explored, and a keyword or topic analysis also conducted. Of the total of 518 662 LNCS papers published globally between 1973 and 2022, South African based researchers contributed 1150 papers (0.22%). The LNCS papers from South Africa exhibit a strong collaborative publication culture, with 1043 (91%) co-authored and 107 (9%) singleauthored works. Local LNCS researchers prefer institutional collaboration (43%), followed by international (37%) and national collaboration (11%). Europe emerged as the most significant collaboration partner for LNCS researchers in South Africa. Of the 1150 papers, 836 (73%) had received citations, while 314 (27%) had not. On average, papers published by South African based authors received 6.05 citations, compared to the global LNCS average of 9.49 citations per paper. A keyword analysis revealed that the majority of papers by South African authors focus on artificial intelligence. The results indicate that, although LNCS serves as a reputable dissemination platform for Computer Science research output both globally and locally, South African authors should consider publishing more journal articles to build and improve their researcher profiles. Significance: * The study shows that LNCS is the most frequent publication outlet for Computer Science researchers, globally and in South Africa. * The study offers insight into the publication output, authorship patterns, collaborative behaviour and citation impact of South African based Computer Science researchers. [ABSTRACT FROM AUTHOR]

Many South African municipalities suffer servicedelivery problems that can usually be ascribed to inadequate management, skills, and budgets. The reasons for these, in turn, invariably include weak economic base, unwise spending of available funds, and difficulty in recruiting and retaining skilled staff. The White Paper on Local Government of 1998, to which Valli Moosa, the then Minister for Provincial Affairs and Constitutional Development, referred as "almost [being] regarded as a 'mini- Constitution' for local government", together with the Municipal Demarcation Act of the same year, spelled out the framework in terms of which the local government system would be transformed. Municipalities, covering the entire country "wall-towall", were thereafter established and powers and functions were assigned to them. After more than two decades, there can no longer be any doubt that many municipalities are, to a significant extent, failing in their primary duty of delivering services. The author sought to investigate to what extent this failing is due to flaws in the 'mini-Constitution'. By examining aspects of the performance of municipalities, the article assesses key assumptions made by the drafters of the White Paper in respect of a number of key attributes for service delivery. These attributes include sufficient skills and funding, prudent budgeting and effective spending, good leadership, adequate systems and data, stability of the senior leadership, and the presence of trust and credibility. The article finds that many of the assumptions were flawed, with severe consequences for service delivery. [ABSTRACT FROM AUTHOR]

Vermitechnology is gaining recognition as an environmental friendly waste management strategy. Its successful implementation requires that the key operational parameters like earthworm stocking density be established for each target waste/waste mixture. One target waste mixture in South Africa is waste paper mixed with cow dung and rock phosphate (RP) for P enrichment. This study sought to establish optimal Eisenia fetida stocking density for maximum P release and rapid bioconversion of RP enriched cow dung-paper waste mixtures. E. fetida stocking densities of 0, 7.5, 12.5, 17.5 and 22.5 g-worms kg(-1) dry weight of cow dung-waste paper mixtures were evaluated. The stocking density of 12.5 g-worms kg(-1) resulted in the highest earthworm growth rate and humification of the RP enriched waste mixture as reflected by a C:N ratio of <12 and a humic acid/fulvic acid ratio of >1.9 in final vermicomposts. A germination test revealed that the resultant vermicompost had no inhibitory effect on the germination of tomato, carrot, and radish. Extractable P increased with stocking density up to 22.5 g-worm kg(-1) feedstock suggesting that for maximum P release from RP enriched wastes a high stocking density should be considered., (Copyright © 2014. Published by Elsevier Ltd.)

Epistemicide occurs when one knowledge is exalted at the expense of local or indigenous knowledge systems leading to the demise of such knowledge systems. In this article, I focus on how some conceptions and ways of incorporating indigenous knowledge systems seem to be entangled in the same misnomer to which they owe their existence (i.e. a mischaracterisation of indigenous knowledge systems leading to epistemicide in the school curriculum). Subsequently, I interrogate some examples from three curriculum statements of post-apartheid South African schools where there is a conspicuous attempt to include that which is presumed to be indigenous knowledge systems. I argue that such epistemologically unwarranted acts of integrating indigenous knowledge systems in the three post-apartheid curriculum statements unfortunately do not safeguard indigenous knowledge systems from epistemicide. In fact, the manner in which indigenous knowledge systems are integrated creates a false dichotomy and sense of identity. Bluntly put, the evident integration of indigenous knowledge systems as apparent theoretical knowledge fortifies epistemicide as opposed to alleviating it. Universally true knowledge about indigenous people and practices should therefore be included within the school curriculum to provide historical meaning to the content that is taught and instil a true sense of identity within the communities of indigenous people.

Background: Rapid reviews have emerged as an approach to provide contextualized evidence in a timely and efficient manner. Three rapid review centers were established in Ethiopia, Lebanon, and South Africa through the Alliance for Health Policy and Systems Research, World Health Organization, to stimulate demand, engage policymakers, and produce rapid reviews to support health policy and systems decision-making. This study aimed to assess the experiences of researchers and policymakers engaged in producing and using rapid reviews for health systems strengthening and decisions towards universal health coverage (UHC)., Methods: Using a case study approach with qualitative research methods, experienced researchers conducted semi-structured interviews with respondents from each center (n = 16). The topics covered included the process and experience of establishing the centers, stimulating demand for rapid reviews, collaborating between researchers and policymakers, and disseminating and using rapid reviews for health policies and interventions and the potential for sustaining and institutionalizing the services. Data were analyzed using thematic analysis., Results: Major themes interacted and contributed to shape the experiences of stakeholders of the rapid review centers, including the following: organizational structural arrangements of the centers, management of their processes as input factors, and the rapid reviews as the immediate policy-relevant outputs. The engagement process and the rapid review products contributed to a final theme of impact of the rapid review centers in relation to the uptake of evidence for policy and systems decision-making., Conclusions: The experiences of policymakers and researchers of the rapid review centers determined the uptake of evidence. The findings of this study can inform policymakers, health system managers, and researchers on best practices for demanding, developing and using rapid reviews to support decision- and policymaking, and implementing the universal healthcare coverage agenda., (© 2022. The Author(s).)

Background:  Basic palliative care teaching should be included in training curricula for health care providers (HCPs) at all levels of the health service to ensure that the goal set by the South African (SA) National Policy Framework and Strategy for Palliative Care, to have an adequate number of appropriately trained HCPs in South Africa, is achieved. Furthermore, palliative learning objectives for nurses and doctors should be standardised. Many SA medical schools have integrated elements of Palliative Medicine (PM) teaching into undergraduate medical training programmes for doctors; however, the degree of integration varies widely, and consensus and standardisation of the content, structure and delivery of such PM training programmes are not yet a reality., Aim:  This joint position paper aims to describe the current state of undergraduate medical PM teaching in South Africa and define the PM competencies required for an SA generalist doctor., Setting:  Palliative Medicine programme leads and teachers from eight medical schools in South Africa., Methods:  A survey exploring the structure, organisation and content of the respective medical undergraduate PM programmes was distributed to PM programme leads and teachers., Results:  Responses were received from seven medical schools. Through a process of iterative review, competencies were defined and further grouped according to suitability for the pre-clinical and clinical components of the curriculum., Conclusion:  Through mapping out these competencies in a spiralled medical curriculum, the authors hope to provide guidance to medical curriculum designers to effectively integrate PM teaching and learning into current curricula in line with the goals of the SA National Policy Framework and Strategy on Palliative Care (NPFSPC).

Paper sludge samples collected from recycling mills exhibited high ash content in the range of 54.59%–65.50% and glucose concentrations between 21.97% and 31.11%. Washing the sludge reduced the total ash content to between 10.7% and 19.31% and increased the concentration of glucose, xylose and lignin. Samples were screened for ethanol production and fed-batch simultaneous saccharification and fermentation (SSF) was optimised for the washed samples that resulted in highest and lowest ethanol concentrations. Maximum ethanol concentrations of 57.31 g/L and 47.72 g/L (94.07% and 85.34% of the maximum theoretical yield, respectively) was predicted for high and low fermentative potential samples, respectively, and was experimentally achieved with 1% deviation. A generic set of process conditions were established for the conversion of high ash-containing paper sludge to ethanol. Techno-economic analysis based on three different revenue scenarios, together with Monte Carlo analysis revealed 95% probability of achieving IRR values in excess of 25% at a paper sludge feed rate of 15 t/d. Feed rates of 30 t/d and 50 t/d exhibited a cumulative probability of 100%. This study presents the technical feasibility and economic viability of paper mills expansion towards bioethanol production from paper sludge. [ABSTRACT FROM AUTHOR]

Due to an increasing demand, companies have started producing recycled products. However, little is known about the specific purchase behavior. Hence, this study analyses the factors influencing purchase intention for recycled products including differences related to different types of products and between Germany and South Africa. A quantitative study in Germany (n = 603) and South Africa (n = 692). shows that purchase intention is significantly higher in South Africa. The influencing factors (individual, product, and context related constructs) are the same in both countries, but they differ regarding their strength. Thus, the factor "attitude/environmental concern" has the strongest influence in South Africa, while it is "value/accessibility" in Germany. Furthermore, purchase intention for mobile phones is generally smaller than for t‐shirts and toilet paper. Purchase intention for recycled t‐shirts is significantly higher in South Africa than in Germany. [ABSTRACT FROM AUTHOR]

The purpose of this position paper by the South African Academy of Family Physicians (SAAFPs) is to inform decision making on human resources for health policy in South Africa and the placement of family physicians (FPs) in the district health system. National policies have been marred by misunderstanding of the roles and contribution of FPs; and there is unhelpful variability in how FPs are positioned in the health services between provinces. In the private sector, medical aid schemes have discriminated against FPs by failing to remunerate them as specialists and to recognise their scope of practice.

Globally, greater than 30% of waste is disposed of in some form of landfill, and it is estimated that annual waste-related emissions will increase by up to 76% by 2050. Emissions arising from fossil fuel-derived products and waste disposal in landfills have prompted the development of alternative technologies that utilize renewable resources. Biomass feedstock is being investigated globally to produce renewable fuels and chemicals. Globally, crop-based biomass and waste biomass are the major feedstocks for chemical production, and the market value of crop-based biomass is expected to increase at the fastest rate. South America, Europe, and North America are currently the global leaders in renewable or bio-based chemical production. In South Africa (SA), the country is still heavily reliant on landfilling as a waste solution. Wastes from agricultural production processes in SA are considered promising feedstocks for beneficiation opportunities to produce bio-based chemicals. The second-generation (2G) agricultural feedstocks that can be used in SA include fruit waste; sugarcane by-products and waste; forestry, timber, pulp, and paper waste; and invasive alien plants. Fermentation, or "green chemistry" technologies, can be used to convert various feedstocks into bio-based chemicals. Bio-based chemicals may be used as drop-in substitutes for existing petrochemical products, for use in end-user industries such as automotive and transportation, textiles, pharmaceuticals, consumer and home appliances, healthcare, and food and beverages. Bioethanol, specifically, can be used in transport fuel, as feedstock for power generation, as an energy source for fuel cells along with hydrogen, and as feedstock in the chemicals industry. Bio-butanol, an olefin derivative, can be used as a drop-in replacement for petroleum-based butanol in all its applications. Different monomers of bio-based chemicals can be used to produce biopolymers, polyhydroxyalkanoates (PHAs), and polylactic acid (PLA), which are subsequently used to produce bioplastics. A total of 25 bio-based chemicals and the technology used to produce them are summarized in this paper. Overall, bioethanol remains the dominant sugar platform product globally. Drawing on global trends, the potential options for the South African market include bioethanol, n-butanol, acetic acid, and lactic acid. It is estimated that the conversion of 70% of the lignocellulosic biomass available in SA would meet 24% of the country's liquid fuel requirement as a bioethanol equivalent. The most feasible sources of lignocellulosic biomass or waste for beneficiation in SA are generated by the agricultural sector, including sugarcane by-products and waste. Taking into consideration the abundance of lignocellulosic biomass, adequate market segment sizes, and socio-economic factors, it is apparent that there are potential opportunities to investigate the co-production of bioethanol with lactic acid or other bio-based chemicals on an industrial scale. [ABSTRACT FROM AUTHOR]

Using a post-structural lens, I make arguments against homogenising people's conditions and circumstances. In particular, I acknowledge that the post-1994 reform agenda intended to streamline the previously fragmented and segregated higher education landscape under the apartheid regime. Black women, who are the main target of this article suffered triple marginalisation - race, social class and sexism. The aim of the article is to show the tensions that exist within the White Paper: A Programme for the Transformation of Higher Education (DoE 1997). The said tensions have stifled the attainment of gender equity and equality; effectively widening the gender fissures in post-1994 South African higher education. I argue that we should not take for granted phrases such as "equal opportunities" and "equal access" in policies. Instead, we should seek their meaning and achievement inter alia in earnest for the targeted group. Therefore, I postulate that gender and gendering is complex and very fragmented. For this reason, formulating transformation interventions on the premise of equality for all does not necessarily guarantee gender equality or gender equity. With this in mind, a "one-size fits all" approach to redressing gender equality is implausible and does not suffice in addressing salient gender injustices. I propose a multifaceted approach, which encompasses a realistic and holistic outlook on the divergent needs of black women in particular and women in general as a possible solution to the current challenges. [ABSTRACT FROM AUTHOR]

Ropalidia amabala sp. nov. is described and compared to the known African species of this genus. In addition, the nest and nesting habits are described. This species demonstrates the nesting pattern previously recorded only in Madagascar, which includes nesting directly on a tree trunk and using lichen as the nest-building source material to blend in with the surrounding lichen patches. In contrast to the Malagasy species, which clean the nesting area of lichen, this new South African species constructs the nest in a clear area of the trunk between patches of lichen. This provides excellent visual concealment of the nest and suggests that visually driven predators are the primary selective factor. The morphology for both sexes of this species disagrees with known Malagasy species, suggesting that they are separate evolutionary lineages and hence that this nesting behaviour evolved independently. [ABSTRACT FROM AUTHOR]