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This investigation elicited the perceptions of thirteen of the most successful research supervisors from one university, with a view to identifying their approaches to selecting research candidates. The supervisors were identified by the university's research office using the single criterion of having the largest number of completed research degree graduates over a five year period. The supervisors were interviewed individually and it was found that although they had individual approaches to selecting research candidates, there were key strategies that many employed. The supervisors' views of effective selection practices are analyzed, compared and contrasted with the principles described in the literature, and then critically evaluated. (Contains 5 online resources.)

In the context of higher education, the role of mentoring new staff is variously established, though often informal. It is sometimes associated with research supervision, but more recently the increasing sophistication of the roles of staff has seen the introduction of "mentoring" to manage induction. In South Africa, a strong motivation for investigating the role of mentor is to facilitate the induction and retention of equity appointees. This article explores the perceptions of the role of mentor held by a sample of higher education practitioners with a view to identifying the expectations that higher education practitioners have of this role. The analysis reveals broad agreement with the literature, but strong emphasis on the importance of placing the interests of the protege at the heart of the relationship, and recognizing that the responsibility of the mentor is to maintain a critical perspective and not merely to attempt to get the protege to conform to the institution. The authors critically review the perceptions and conclude that the mentoring relationship is affected when the mentor is assigned to the protege. In such situations, expectations need to be clearly articulated if the relationship is to succeed. In addition, recommendations are made about the choice of mentors, the importance of focusing on the realization of the potential of the protege, the focus that is needed in a module to train mentors, the practical difficulties associated with mentoring, and models for mentoring.

Examines the rhetoric of a curriculum development proposal at the University of Port Elizabeth (South Africa) which uses the concept of regionalism as a principal for curriculum development. The regionalist approach is then examined in light of two different approaches to the function of the university. It is concluded that postmodern universities tend away from involvement in the community. (MSE)

Focuses on a study which demonstrated the influence of planar channeling on the atomic profiles of low-dose silicon implants into gallium arsenide as a function of different wafer characteristics. Background on implant tail profiling; Experimental procedures; Conclusions and discussion.

The interactions of likely insect and murine vectors of the causative agent of swine dysentery, Brachyspira hyodysenteriae , were investigated. Insects were collected and analysed from 3 pig farms positive for B hyodysenteriae. Within these farms, several Musca domestica and Orphyra adult fly, Blatta sp. cockroach digestive tracts and hover fly (Eristalis sp) pupal form contents were positive in a standard PCR assay for B hyodysenteriae , whereas all other insect samples on these and case control farms were negative. In challenge exposure studies, B hyodysenteriae DNA was detected in the digestive tract of cockroaches and M domestica flies from day 1 post-inoculation with cultured B hyodysenteriae , for up to 5 days or 10 days respectively, while control non-inoculated insects remained negative. Isolates consistent with B hyodysenteriae were only cultured from frass samples of these inoculated cockroach and flies on days 1–3 post-inoculation. Isolates consistent with B hyodysenteriae were detected by analysis of agar plates exposed to live B hyodysenteriae- inoculated adult flies wandering and feeding on these plates for 20 min per day. In generational challenge inoculation studies, B hyodysenteriae was detected in the adult emergent flies, and internal components of fly pupae on days 1–7 of the pupation period, after being inoculated with B hyodysenteriae as larvae. Five-week-old conventional mice (C3H) that consumed 2 meals of B hyodysenteriae -infected flies remained negative for B hyodysenteriae throughout the next 10 days. The results indicated that pathogenic Brachyspira sp have a limited ability to internally colonise likely insect vectors and do not readily transmit infection to mice. However, the insect vectors analysed were demonstrably capable of mechanical carriage and likely on-farm involvement in consequence. • On pig farms positive for swine dysentery due to Brachyspira hyodysenteriae, samples of some on-farm Blatta sp cockroaches and Musca domestica and Orphyra adult flies were also positive. • In challenge exposure studies, B hyodysenteriae DNA was only detected post-inoculation in cockroaches and M domestica flies for up to 5 or 10 days respectively. • Mice challenged with B hyodysenteriae-infected flies remained negative for B hyodysenteriae post-inoculation. • Pathogenic Brachyspira sp have a limited ability to internally colonise likely insect vectors and do not readily transmit infection to mice. However, the insect vectors analysed were demonstrably capable of mechanical carriage and likely on-farm involvement in consequence. [ABSTRACT FROM AUTHOR]

This case study concerns the challenges for knowledge production through the curriculum of a newly merged `Comprehensive University'. The rationalisation of South Africa's higher education system formed a crucial part of the transformation strategy proposed by the National Commission on Higher Education (1996). The subsequent Report of the Shape and Size Task Team of the Council for Higher Education (CHE 2000) proposed mergers between certain higher education institutions to create Comprehensive Universities. Their primary function would be to deliver vocational qualifications. The Nelson Mandela Metropolitan University (NMMU) is such an institution comprising the former University of Port Elizabeth and the Port Elizabeth Technikon. The article examines the perspectives of middle management of the challenges that the merger poses for the development of the curriculum. Interviews were subjected to content analysis and compared to draw generalizations and identify contrasts. These were critically discussed to draw conclusions about the curriculum of a Comprehensive University. [ABSTRACT FROM AUTHOR]